Q2 MAPEH W2.docx
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The document outlines a detailed lesson plan for a Grade 3 art class on drawing people of different sizes to show distance and perspective. The lesson plan includes objectives on understanding lines, textures, shapes, balance and size contrast. Students will discuss how no two animals have the same shape or color. They will learn to draw a picture of people in different sizes to demonstrate awareness of distance and perspective. The lesson will use examples and pictures to explain perspective and have students practice applying it in their own drawings.
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Module 6 Assignment
M6: CLC Evaluation of Lesson Plan
MaDora Law Aneshia Peterson
Grand Canyon University: EED 364
08 May 2016
GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
MaDora Law, Aneshia Peterson
6th grade
May 8th, 2016
Ratio and Proportions
Mushy Rice
I. Planning
Lesson summary and focus:
In this lesson, students will create a model to show how two values compare to each other. Students will compare amounts and then show how they would scale those comparisons.
Classroom and student factors:
The classroom consists of English Language Learners, below level skill level students, above skill level students, and students identified as special education students with learning and emotional disability.
National / State Learning Standards:
CCSS.MATH.CONTENT.6.RP.A.3
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
CCSS.MATH.CONTENT.6.RP.A.3.A
Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
Specific learning target(s) / objectives:
Students will be able to create a model to show how two values compare to one another
Teaching notes:
This lesson falls midyear and is one of the introductory ratio units.
Agenda:
Opening: Students will be split into groups.
(2)Students will work together and create their models(3) Closure: Exit Slip
Formative assessment:
The teacher will ask the students at the beginning of the lesson about what they know about ratios and proportions and do a small review
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Academic Language:
Key vocabulary:
Ratio
Proportion
Models
Function:
Students will demonstrate and understanding of the vocabulary by providing a valid definition and proper usage.
Form:
Students will ask questions and will work together as a group to solve the problems
Instructional Materials, Equipment and Technology:
Connecting blocks, Paper, Pencils, Colored Pencils, and Graph Paper
Electronic Resources: Smart Board
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Students will be splitting up into groups according to math skill level.
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A. Opening
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Review with students their prior interactions with ratios and proportions. Have class brainstorm and demonstrate the use of ratios in their every-day lives.
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Explain to students the relevance of understanding and applying ratios. Give real world examples on the everyday use of proportions and ratios, ie mileage, cooking etc
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Students visited a museum and engaged in an art assessment task involving ceramic vase making. They used coiling techniques and designed patterns related to their museum experiences. Students were assessed on their ability to relate ideas from outside learning to their artwork, show the process through sketches, structure an oral presentation, and present effectively. Prior lessons involved developing problem solving, communication, and aesthetic skills. Students engaged in activities before, during, and after the museum visit to prepare, including journaling and group discussions. They made ceramic vases by applying coiling techniques and colors, then gave oral presentations and displayed their work in a school gallery. Formative assessment was used to improve student learning based on their performance in communicating ideas, developing creativity, and presenting
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Lesson Goals
Central Focus of Lesson:
This lesson allows students to explore a variety of musical instruments. This is a hands-on activity allowing students to discover the differences in sounds made by different instruments. Students will also gain practice in recording their observations in their science notebooks.
What is the big idea or focus question of the lesson? For example: The focus of this lesson is for students to learn details about the history of the Georgian flag, describe the characteristics of the Georgian flag, count how many crosses are on the flag and create the Georgian flag
Standard(s) Addressed:
Grade Level:Number of Students: Teachers Name: Date
Lesson Objectives:
Objectives must be measurable - these are how you will know the students have learned what they should have learned. Objectives usually start with a verb; that explicitly describes what students will do. Avoid vague words like understand and know (they are not measurable). Objectives are single sentence statements. Objectives should focus on what the student will do not what the Teacher does. SWBAT- Students Will Be Able To.
What will the students know and be able to do by the end of the lesson? (use observable language).
2 goals is all you need for this lesson
For Example, Students will be able to name 4 facts regarding the Great Wall of China
SWBAT: Identify the names of 4 fruits - SWBAT: Name 4 Primary colors.
Language Demands:
For Example: Students will be using color words to describe the buildings they see and make. They will be using these words verbally as well as in writing. Students’ verbal and written descriptions will need to match the observations they make.
Key Vocabulary:
What are the key vocabulary words that will be modeled and learned by the class in this lesson?
What other related words or synonyms will you use to build on their Vocabulary/Language development
Materials: What materials will be used in the Lesson or Learning Centers
For Example: Architecture photographs, color and building labels for each picture. 3 photographs of Uzbek architecture
· Bibi-Khanym Mosque –religious building
· Registan- a city square
· Palace of Khudayar Khan –building for leaders
Color words anchor chart
Color templates of architecture differentiated
· Lined paper-
· 3 blank sentence frame-
· 2 blank sentence frame- students who need additional support
Thick primary crayons
Individual color words mini anchor chart- students who need additional support
Lesson Introduction- Before/Motivation:
Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic? What is your Hook ? For Example, a Mystery Box, The Teacher dressing up, etc…this must clearly connect to the Lesson Objectiv ...
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The document outlines a mathematics teaching plan focusing on content and understanding. It provides a group assignment with questions about:
1) Examples of declarative and procedural knowledge in mathematics teaching.
2) Ways to create a diversity responsive curriculum, including teaching about diversity, inclusive content, and relating content to students' lives.
3) Examples of different levels of understanding in mathematics, from introductory to strengthening previously learned information.
4) Examples of different types of analysis used in mathematics teaching, like subject matter outlines and concept analysis.
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This document contains a daily lesson log for a Grade 3 mathematics class. The log outlines the objectives, content, resources, procedures, and reflections for lessons taught between March 13-17 on the topics of symmetry, lines of symmetry, completing symmetrical figures, and tessellation using various shapes. The procedures section describes reviewing previous lessons, presenting new concepts and examples, discussions, practice activities, assessments, and additional practice/remediation. Reflections address student performance, successful teaching strategies, challenges encountered, and innovations developed.
Module 6 AssignmentM6 CLC Evaluation of Lesson Plan M.docx
Module 6 Assignment
M6: CLC Evaluation of Lesson Plan
MaDora Law Aneshia Peterson
Grand Canyon University: EED 364
08 May 2016
GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
MaDora Law, Aneshia Peterson
6th grade
May 8th, 2016
Ratio and Proportions
Mushy Rice
I. Planning
Lesson summary and focus:
In this lesson, students will create a model to show how two values compare to each other. Students will compare amounts and then show how they would scale those comparisons.
Classroom and student factors:
The classroom consists of English Language Learners, below level skill level students, above skill level students, and students identified as special education students with learning and emotional disability.
National / State Learning Standards:
CCSS.MATH.CONTENT.6.RP.A.3
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
CCSS.MATH.CONTENT.6.RP.A.3.A
Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
Specific learning target(s) / objectives:
Students will be able to create a model to show how two values compare to one another
Teaching notes:
This lesson falls midyear and is one of the introductory ratio units.
Agenda:
Opening: Students will be split into groups.
(2)Students will work together and create their models(3) Closure: Exit Slip
Formative assessment:
The teacher will ask the students at the beginning of the lesson about what they know about ratios and proportions and do a small review
The teacher will walk around the classroom and observe the students while they are working in their groups
Academic Language:
Key vocabulary:
Ratio
Proportion
Models
Function:
Students will demonstrate and understanding of the vocabulary by providing a valid definition and proper usage.
Form:
Students will ask questions and will work together as a group to solve the problems
Instructional Materials, Equipment and Technology:
Connecting blocks, Paper, Pencils, Colored Pencils, and Graph Paper
Electronic Resources: Smart Board
Grouping:
Students will be splitting up into groups according to math skill level.
II. Instruction
A. Opening
Prior knowledge connection:
Review with students their prior interactions with ratios and proportions. Have class brainstorm and demonstrate the use of ratios in their every-day lives.
Anticipatory set:
Explain to students the relevance of understanding and applying ratios. Give real world examples on the everyday use of proportions and ratios, ie mileage, cooking etc
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Chapter 2
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Chapter 3
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Chapter 6
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