This lesson plan uses the ASSURE model to teach 2nd grade students how to tell time. It analyzes the learners, which include 23 students of diverse backgrounds with various learning styles. The objectives are for students to recognize and tell time on an analog clock to the hour and 5-minute increments. Materials include clocks, videos, and worksheets. Students will watch a video, discuss time, and make paper plate clocks. They will then work in groups matching digital and analog times. The lesson evaluates students by asking questions about clock parts and time telling. Revisions will be made based on students' understanding of telling time.
"The effects of flipped classroom on learning effectiveness: using learning ...eraser Juan José Calderón
"The effects of flipped classroom on learning effectiveness: using learning satisfaction as the mediator" de Pao-Ching Lin & Hai-Ming Chen. Tamkang University. New Taipei City, Taiwan. Revista World Transactions on Engineering and Technology Education 2016 WIETE, Vol.14, No.2, 2016.
All students are capable of learning. Teachers must find the best strategies to reach all learners. This presentation gives you hints about what can be done to help them learn at their level.
"The effects of flipped classroom on learning effectiveness: using learning ...eraser Juan José Calderón
"The effects of flipped classroom on learning effectiveness: using learning satisfaction as the mediator" de Pao-Ching Lin & Hai-Ming Chen. Tamkang University. New Taipei City, Taiwan. Revista World Transactions on Engineering and Technology Education 2016 WIETE, Vol.14, No.2, 2016.
All students are capable of learning. Teachers must find the best strategies to reach all learners. This presentation gives you hints about what can be done to help them learn at their level.
Tom Selleck Net Worth: A Comprehensive Analysisgreendigital
Over several decades, Tom Selleck, a name synonymous with charisma. From his iconic role as Thomas Magnum in the television series "Magnum, P.I." to his enduring presence in "Blue Bloods," Selleck has captivated audiences with his versatility and charm. As a result, "Tom Selleck net worth" has become a topic of great interest among fans. and financial enthusiasts alike. This article delves deep into Tom Selleck's wealth, exploring his career, assets, endorsements. and business ventures that contribute to his impressive economic standing.
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Early Life and Career Beginnings
The Foundation of Tom Selleck's Wealth
Born on January 29, 1945, in Detroit, Michigan, Tom Selleck grew up in Sherman Oaks, California. His journey towards building a large net worth began with humble origins. , Selleck pursued a business administration degree at the University of Southern California (USC) on a basketball scholarship. But, his interest shifted towards acting. leading him to study at the Hills Playhouse under Milton Katselas.
Minor roles in television and films marked Selleck's early career. He appeared in commercials and took on small parts in T.V. series such as "The Dating Game" and "Lancer." These initial steps, although modest. laid the groundwork for his future success and the growth of Tom Selleck net worth. Breakthrough with "Magnum, P.I."
The Role that Defined Tom Selleck's Career
Tom Selleck's breakthrough came with the role of Thomas Magnum in the CBS television series "Magnum, P.I." (1980-1988). This role made him a household name and boosted his net worth. The series' popularity resulted in Selleck earning large salaries. leading to financial stability and increased recognition in Hollywood.
"Magnum P.I." garnered high ratings and critical acclaim during its run. Selleck's portrayal of the charming and resourceful private investigator resonated with audiences. making him one of the most beloved television actors of the 1980s. The success of "Magnum P.I." played a pivotal role in shaping Tom Selleck net worth, establishing him as a major star.
Film Career and Diversification
Expanding Tom Selleck's Financial Portfolio
While "Magnum, P.I." was a cornerstone of Selleck's career, he did not limit himself to television. He ventured into films, further enhancing Tom Selleck net worth. His filmography includes notable movies such as "Three Men and a Baby" (1987). which became the highest-grossing film of the year, and its sequel, "Three Men and a Little Lady" (1990). These box office successes contributed to his wealth.
Selleck's versatility allowed him to transition between genres. from comedies like "Mr. Baseball" (1992) to westerns such as "Quigley Down Under" (1990). This diversification showcased his acting range. and provided many income streams, reinforcing Tom Selleck net worth.
Television Resurgence with "Blue Bloods"
Sustaining Wealth through Consistent Success
In 2010, Tom Selleck began starring as Frank Reagan i
Young Tom Selleck: A Journey Through His Early Years and Rise to Stardomgreendigital
Introduction
When one thinks of Hollywood legends, Tom Selleck is a name that comes to mind. Known for his charming smile, rugged good looks. and the iconic mustache that has become synonymous with his persona. Tom Selleck has had a prolific career spanning decades. But, the journey of young Tom Selleck, from his early years to becoming a household name. is a story filled with determination, talent, and a touch of luck. This article delves into young Tom Selleck's life, background, early struggles. and pivotal moments that led to his rise in Hollywood.
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Early Life and Background
Family Roots and Childhood
Thomas William Selleck was born in Detroit, Michigan, on January 29, 1945. He was the second of four children in a close-knit family. His father, Robert Dean Selleck, was a real estate investor and executive. while his mother, Martha Selleck, was a homemaker. The Selleck family relocated to Sherman Oaks, California. when Tom was a child, setting the stage for his future in the entertainment industry.
Education and Early Interests
Growing up, young Tom Selleck was an active and athletic child. He attended Grant High School in Van Nuys, California. where he excelled in sports, particularly basketball. His tall and athletic build made him a standout player, and he earned a basketball scholarship to the University of Southern California (U.S.C.). While at U.S.C., Selleck studied business administration. but his interests shifted toward acting.
Discovery of Acting Passion
Tom Selleck's journey into acting was serendipitous. During his time at U.S.C., a drama coach encouraged him to try acting. This nudge led him to join the Hills Playhouse, where he began honing his craft. Transitioning from an aspiring athlete to an actor took time. but young Tom Selleck became drawn to the performance world.
Early Career Struggles
Breaking Into the Industry
The path to stardom was a challenging one for young Tom Selleck. Like many aspiring actors, he faced many rejections and struggled to find steady work. A series of minor roles and guest appearances on television shows marked his early career. In 1965, he debuted on the syndicated show "The Dating Game." which gave him some exposure but did not lead to immediate success.
The Commercial Breakthrough
During the late 1960s and early 1970s, Selleck began appearing in television commercials. His rugged good looks and charismatic presence made him a popular brand choice. He starred in advertisements for Pepsi-Cola, Revlon, and Close-Up toothpaste. These commercials provided financial stability and helped him gain visibility in the industry.
Struggling Actor in Hollywood
Despite his success in commercials. breaking into large acting roles remained a challenge for young Tom Selleck. He auditioned and took on small parts in T.V. shows and movies. Some of his early television appearances included roles in popular series like Lancer, The F.B.I., and Bracken's World. But, it would take a
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Orpah Winfrey Dwayne Johnson: Titans of Influence and Inspirationgreendigital
Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
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Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
Dwayne Johnson: From The Ring to The Big Screen
Dwayne Johnson's wrestling career took off in the late 1990s. when he became one of the most charismatic and popular figures in WWE. His larger-than-life persona and catchphrases endeared him to fans. making him a household name. But, Johnson had ambitions beyond the wrestling ring.
In the early 20
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2. Alignment
• This lesson is aligned with the Guam Department
of Education K-12 Content Standards and
Performance Indicators (2010).
• Standard: (Input #) ex. 8 Health Advocacy
• Demonstrates: (Input info) ex. The ability to
advocate for personal, family, and community
health.
• Performance Indicator: (Input #) ex. MS.8.2
• Demonstrate: ex. How to influence and
encourage others to make positive health
choices.
4. General Characteristics
• In my class is have twenty-three (23) 2nd Grade
Students
• 10 males, 13 females who are 7-8 years old
• 1 student with hearing impairment (hears with
assistance of hearing devices and is seated at the front
of the classroom.
• The class is culturally diverse. However students of
Micronesian, Chamorro and Filipino origins dominate
this demographic. The students come from families of
various socioeconomic status however, most are from
lower/middle class families.
5. Entry Competencies
• Introduce the topic on Time and show the children a
large clock on the whiteboard.
• Explain 'to' and 'past' the hour and point out where
quarter past, half past and quarter to are on the clock.
• Explain that each number on the clock is worth 5
minutes. Ask the children to count in 5s as you point to
the numbers on the clock and the children to set their
own clocks to whatever time you call out.
• Watch Learning Zone Class Clips - How to read a
clock to the nearest 5 minutes.
6. Early Competencies
• Introduce the topic on Time and show the
children a large clock on the whiteboard.
Explain 'to' and 'past' the hour and point out
where quarter past, half past and quarter to
are on the clock. Explain that each number
on the clock is worth 5 minutes. Ask the
children to count in 5s as you point to the
numbers on the clock and the explain to the
students that they will set their own clocks
to whatever time you call out.
• Watch Learning Zone Class Clips - How to
read a clock to the nearest 5 minutes.
7. Learning Styles
• Most of the students in my class are excellent in
Reading and Language Arts.
• Majority of my students are kinesthetic learners and
visual learners. Two to three are auditory and textbook
oriented where they could read and answer questions
when asked orally or in written format.
• Some of students prefer to work in groups and learn
better in cooperative team settings.
• Some students prefer to work individually and perform
better themselves as opposed to group work.
• The students understand the requirements of an
assignment when given a rubric.
9. State Objectives
In this 45 minute lesson, the students should be able to do the
following with 100% success with little or no difficulty
• Students will recognize the time on an analog
clock with little to no difficulty.
• Students will be able to tell time using an analog
clock.
• Students will tell time by the hour and by five
minute increments.
• Students will work cooperatively in groups of
two.
11. Select Media, Materials, and Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Prezi
Microsoft Word
Access to Internet
Computer
Projector
Online Video “Time for Friends” by Luke A. Holzmann
Assorted Clocks (Individual Manipulative Clocks)
White Board and White Board Markers
Paper Plates
Assorted Colored Markers
Different Printed Time on Cards
Blank Clock Print Out
Brad Fasteners
Hour and Minutes Cut Outs
13. Utilize Media, Materials, and Methods
Preview of Materials:
• Students watch a video titled “Time for Friends”.
• After watching the video, the students will look at assorted
Clocks (Individual Manipulative Clocks).
Prepare Materials:
• Ensure projector works
• Internet, Prezi, Microsoft are functioning
• Make sure each student has Paper Plates. Assorted colored
markers, different printed time on cards, blank clock print out,
brad fasteners, hour and minute cut outs
14. Utilize Media, Materials, and Methods
Utilize Materials:
• Show a video titled “Time for Friends” to the students.
• After watching the video, the students will predict which
hand to use to tell time.
• The students will then get into groups of 3 or 4. The
teacher will distribute the information to each group.
• Using the given information, that serves as their tools,
students will have to make a clock when given the
materials.
• Each group would then have a chance to create a
presentation on the computer and input their times. The
computers in the class would serve as the chosen software
to use for their data and presentation.
15. Utilize Media, Materials, and
Methods
• 1) Pass out one paper plate, blank clock print out, sample clock with
numbers, hour and minute cut out, markers and brad fasteners.
• 2) Tell students to look at the sample clock print outs and write the hours
of the clock as shown form the print out. The students should write only
numbers 1-12 and then numbers in fives (five, ten, fifteen, etc.)
• 3)Assist the students with attaching the hour and minute hand cut-outs,
the clock with their written number and the brad fastener to the paper
plate. The paper plate and cut outs should already have a hole for the
students.
• 4) Once the paper plate clocks are completed, the students will have one
minute to place their analog clocks on the time given to them on the cards
taped face down in front of them.
• 5) The students will take turns and one by one show their printed cards of
the digital time and share with the class their analog time on their paper
plate clocks.
17. Require Learner Participation
• After watching the video and looking at the assorted clocks,
students will count by fives and identify the hour and minute hand.
• Students will then get into groups of 3 or 4. Materials will be
distributed to students to create a clock.
• After making a clock, students will discuss which hand to use to tell
time and count by fives.
• Once the paper plate clocks are completed, the students will have
one minute to place their analog clocks on the time given to them
on the cards taped face down in front of them.
• The students will take turns one by one to show their printed cards
of the digital time and share with the class their analog time on
their paper plate clocks.
• This lesson does not need any modifying for my student with
hearing impairment.
18. Require Learner Participation
• After watching the video about “Time for Friends”,
students will discuss about the video. (Reflection)
• The assorted clocks is shown to students, and students
in group discuss how to count by fives and identify the
hour and minute hand.
• The pictures of different clocks are shown to students
and students will be asked to identify the time on the
clocks.
• Students create an example of a clock taking into
consideration the hour and minute hands by counting
in fives.
19. Require Learner Participation
• Place the students into cooperative groups of three or four.
Explain they will be working together to match the time on
the digital clock to the analog clock using the computers in
class with the internet resource provided. (apples4teacher)
• Students will log into the website and play the educational
game “Time for Friends”.
• This lesson does not need any modifying for my student
with hearing impairment. Student will be paired with
buddies.
• After students have practiced with his or her partners,
assess students individually using the website listed in the
assessment strategies.
21. Evaluate and Revise
• The lesson will close with a brief summary from the
teacher.
• This introductory lesson on telling time exposes students to clocks and
how they work. Students will begin to understand how to tell time and
how the two separate hands on the clock operate. They will also gain an
understanding of the concept of time in general.
• An evaluation will be conducted on the students at
the end of class before they leave.
• Questions on the evaluation will include:
22. Evaluate and Revise
After completing the lesson,
• Do the students have a better idea of the moving parts on the
face of the clock and what they tell us?“ (Hands and the hour
and minute)
• Are the students able to tell how many minutes are in one
hour?"(60).
• Can the students set their clocks to the time that the teacher
has modeled on a digital or analog clock?
• Are the students able to present their finished product and
share with the class their analog time?
• Can the students write on a sheet of paper what the time
would look like on a clock after the teacher orally gives
random times and ask the students to attempt to set their
clocks to the correct time? (Monitor students for understanding by
walking around the room as you call out the different times).
23. Evaluate and Revise
• After completing the lesson,
• Can the students match the time on the analog clock
with the digital clock using the computers in class with
the internet resource provided?
• Can the students log into the website and play the
educational game without little to no difficulty?
• Overall, do the students have a better idea of telling
time?
25. Evaluate and Revise
• Teachers will be able to evaluate the
understanding of the child’s ability to tell time.
• Whole group assessment can be recorded on
a calendar grid, checklist, or rubric as to
whether the children are able to number the
clock correctly and their ability to set the clock
for different times following teacher
directions.