Science 1
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The document outlines the objectives and process for a lesson on cognitive dimensions and cool questioning techniques. The objectives are to review prior year content, understand how cool questions work by having students think individually and then share answers in groups, identify cognitive dimensions of thinking, and reflect on the learning process. Cool questions involve groups of 4 students answering a teacher's question by first thinking individually, then sharing in their group, before one student from the group shares the group answer. The document provides examples of cool questions at different cognitive levels and guidelines for evaluation.
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Cool question
The document describes a group learning activity called "Cool question" where students are organized into groups of 4 and assigned numbers 1-4. The teacher asks a question and students first think individually, then share in their group, and finally one student from the group is called on to share the group's answer. The activity has rules about respecting others, waiting patiently, and taking time to think. Students can ask for help and everyone participates. Afterwards, students evaluate their experience communicating in English during the group work and reflect on what they learned.
Cool question
Photosynthesis is the process by which plants, algae, and some bacteria use sunlight, water and carbon dioxide to produce oxygen and energy in the form of glucose. Chlorophyll, a green pigment found in leaves, stems and chloroplasts, is essential in photosynthesis as it absorbs energy from sunlight. The overall reaction is: 6CO2 + 6H2O + Light energy → C6H12O6 + 6O2. Photosynthesis occurs in two stages: the light-dependent reactions and the light-independent reactions.
Letter opener
The document provides instructions for an icebreaker activity called "Letter Opener" where each group member writes one letter on an index card without sharing them. The group then works together to arrange the letters into words attached to each other like a crossword puzzle. The group can change one letter for every four members. After completing the activity, the document lists questions to discuss the group's process of collaboration, leadership, communication, and problem-solving.
Inner-Outer Circle Discussion - Literary Analysis
Also known as a Socratic Seminar, the Inner/Outer Circle Discussion is a student-led discussion method designed to encourage students’ open discussion of deeper concepts and practice higher-level questioning.
1 a 15 concept essay workshop
This document provides instructions for a peer review session for revising draft essays. It explains that students should have three copies of their drafts and a peer review worksheet. Students will work in groups of three, taking turns reading their essays aloud while the other two follow along and mark errors. The readers will then ask each other a series of questions from the worksheet to provide feedback on organization, content, examples, comparisons, and formatting to help the writer improve the revision. The goal is to help each other revise through discussion rather than just editing mechanics.
Reciprocal reading instruction
Reciprocal reading instruction is a teaching method that improves reading comprehension. It involves a 4-part structure: predict, clarify, question, and summarize. Students learn to predict what will happen next in a narrative or what will be learned from an informational text. They clarify unfamiliar words or concepts. They monitor comprehension by asking and answering questions. Finally, they summarize the important details. The method is research-proven and can be used with any text. Teachers initially lead the process and then gradually hand off leadership to students over several weeks.
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Cool question
The document describes a group learning activity called "Cool question" where students are organized into groups of 4 and assigned numbers 1-4. The teacher asks a question and students first think individually, then share in their group, and finally one student from the group is called on to share the group's answer. The activity has rules about respecting others, waiting patiently, and taking time to think. Students can ask for help and everyone participates. Afterwards, students evaluate their experience communicating in English during the group work and reflect on what they learned.
Cool question
Photosynthesis is the process by which plants, algae, and some bacteria use sunlight, water and carbon dioxide to produce oxygen and energy in the form of glucose. Chlorophyll, a green pigment found in leaves, stems and chloroplasts, is essential in photosynthesis as it absorbs energy from sunlight. The overall reaction is: 6CO2 + 6H2O + Light energy → C6H12O6 + 6O2. Photosynthesis occurs in two stages: the light-dependent reactions and the light-independent reactions.
Letter opener
The document provides instructions for an icebreaker activity called "Letter Opener" where each group member writes one letter on an index card without sharing them. The group then works together to arrange the letters into words attached to each other like a crossword puzzle. The group can change one letter for every four members. After completing the activity, the document lists questions to discuss the group's process of collaboration, leadership, communication, and problem-solving.
Inner-Outer Circle Discussion - Literary Analysis
Also known as a Socratic Seminar, the Inner/Outer Circle Discussion is a student-led discussion method designed to encourage students’ open discussion of deeper concepts and practice higher-level questioning.
1 a 15 concept essay workshop
This document provides instructions for a peer review session for revising draft essays. It explains that students should have three copies of their drafts and a peer review worksheet. Students will work in groups of three, taking turns reading their essays aloud while the other two follow along and mark errors. The readers will then ask each other a series of questions from the worksheet to provide feedback on organization, content, examples, comparisons, and formatting to help the writer improve the revision. The goal is to help each other revise through discussion rather than just editing mechanics.
Reciprocal reading instruction
Reciprocal reading instruction is a teaching method that improves reading comprehension. It involves a 4-part structure: predict, clarify, question, and summarize. Students learn to predict what will happen next in a narrative or what will be learned from an informational text. They clarify unfamiliar words or concepts. They monitor comprehension by asking and answering questions. Finally, they summarize the important details. The method is research-proven and can be used with any text. Teachers initially lead the process and then gradually hand off leadership to students over several weeks.
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RHA Leadership Seminar_Final.pptx
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1 a 13 concept essay workshop vocab game
This document provides an agenda for an in-class writing workshop focusing on revision strategies. It outlines the process for peer review, which will be done in groups of three. Students are instructed to have three copies of their draft and a copy of the peer review worksheet. The peer review process involves each student reading their essay aloud while the other students follow along. The reviewers will then provide feedback based on the questions on the worksheet, focusing on revision rather than just editing. The goal is to help each writer improve their paper's organization, content, use of sources, and MLA style. Students are asked to revise their Essay #3 and bring one clean copy to the next class.
1 a 13 concept essay workshop vocab game
This document provides an agenda and instructions for an in-class peer review session. It outlines the following key points:
1. Students should bring three copies of their draft essay and a copy of the peer review worksheet.
2. Peer reviews will be conducted in groups of three, with each student reading their essay aloud while the others follow along.
3. Reviewers will use the peer review worksheet to evaluate elements like organization, thesis, examples, and formatting rather than editing for spelling/grammar.
4. The goal is to help writers revise and improve their essays through feedback, not simply edit them. The instructor will be available to answer any questions during the process.
1 a 13 writing workshop essay 3 vocab game
This document provides an agenda and instructions for an in-class peer review session. It will be divided into groups of three students. Each student will have three copies of their draft essay to exchange. The process involves each student reading their essay aloud while the other two follow along and take notes. There are 14 specific questions provided to guide the readers in providing feedback to help the writer improve the organization, content, examples, and formatting of the paper for revision. The focus is on revision, not just editing for grammar or word choice. Students should come to the next class with one copy of their revised essay based on the peer review feedback.
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This document provides an agenda and instructions for an in-class peer review session. It outlines the following key points:
1. Students should bring three copies of their draft essay and a copy of the peer review worksheet.
2. Peer reviews will be conducted in groups of three, with each student reading their essay aloud while the others follow along.
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This document provides examples of nationality questions and answers for people from different countries including Japan, Brazil, Mexico, France, China, the United Kingdom, the USA, South Africa, Australia, Russia, Italy, Germany, and Morocco. Each section asks where a person is from and what their nationality is to demonstrate that nationality corresponds to the country of origin.
United kingdom
The document provides information about landmarks and culture in the United Kingdom's capital city of London. It lists iconic sites like the London Eye Ferris wheel, Big Ben clock tower, Tower Bridge, and Buckingham Palace, giving brief details about each one. Additionally, it mentions some of England's culture like Christmas dinner foods, parks in London, English school, and typical dishes such as fish and chips.
Past simple
The document contains an English grammar exercise about verb conjugations in the present, past, and interrogative forms. It provides examples of regular and irregular verbs and asks students to complete sentences, write negatives, answer questions, and discuss their own past activities in the evenings. The goal is to practice using verbs in the simple past tense through filling in blanks, rewriting sentences, and responding to questions.
Apadrina
El documento habla sobre la importancia de apadrinar un pingüino para ayudar a salvar la Antártida y el planeta. La Antártida es uno de los ecosistemas más frágiles que se ve afectado por problemas ambientales globales como el calentamiento global y la contaminación. Si no se protege este ecosistema, podrían ocurrir consecuencias catastróficas como el aumento del nivel del mar y la extinción de especies como los pingüinos. Apadrinar un pingüino ayuda a cuidar del medio ambiente de
Match the adjectives with their meaning
La lista enumera 20 cualidades positivas de la personalidad como encantador, alegre, cariñoso, optimista, comprensivo, generoso, sensato, educado, de mente abierta, sociable, inteligente, modesto, deportista, honesto, amable, trabajador, simpático, artístico y creativo.
St Valentine's Day
Aprendemos adjetivos positivos que describen personalidad y los aplicamos para destacar lo bueno que hay en nuestros compañeros y en nosotros.
Sandra galicia
Galicia is a historic region in Spain known for its landscapes by the sea and fields, official language of Gallego, and features a large, beautiful and affordable city with sites like the Cathedral, Cies islands, and Rias bajas to visit along with museums.
Lucia
Venice is a city in Italy located in a lagoon of the Adriatic Sea. It is famous for being built on water and contains many historic monuments and landmarks such as St. Mark's Square, the Ducal Palace, Rialto Bridge, and the Fenice Theatre. St. Mark's Square is noted as the author's favorite location due to its large size and beautiful architecture.
Writing
This document provides a template for students to create a guide about their favorite city. It includes prompts to fill in information about the city's name, country, official language, famous attractions, features, top things to see and do, and the student's favorite place in that city. The example fills in the template for Rome, providing more details about attractions like the Colosseum, Trevi Fountain, and Vatican City, as well as popular activities like eating pasta, pizza, and gelato. Students are then instructed to choose their own favorite city and complete the template with specific information about that location.
Talking about your holidays
The document provides questions and prompts to have a conversation about someone's recent holiday. It asks how their holiday was, with examples being fun, boring, awesome or tiring. It then prompts for why it was that way, offering examples like playing with family and friends, getting presents, being ill, or doing a lot of homework. Finally, it asks the other person about their holiday and why it was that way.
Celebrating children's Day
This document summarizes Children's Day and children's rights. It discusses the right to health, education, family life, play, recreation, an adequate standard of living, and protection from abuse and harm. It then provides the lyrics to the song "I Have a Right" by Sonata Arctica, with missing words that describe children's rights, and asks the reader to fill in the blanks by listening to the song. The song discusses children's rights to see, hear, know love, think freely, be heard, seen, loved, free, and believe in something.
Grammar voc unit 1
This document contains an English grammar exercise involving filling in blanks with the affirmative, negative, and interrogative forms of verbs. It asks students to fill in verb forms for likes/dislikes in sentences. It then provides a short text about two friends, Paul and Liz, and their different likes and dislikes. It asks comprehension questions about the text. Finally, it prompts students to write short paragraphs describing another person, Janet, and themselves, including things they like and don't like.
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- 1. Lesson objectives • Review Year 4 contents • Know how cool questions work • Identify the cognitive dimensions • Reflect on the learning process
- 3. How does it work? • Groups of 4 people • Each one in the group has a number from 1 to 4 • Teacher asks one question • 1. Think on your own and write the answer • 2. Go to your groups, share your answers, you can change your answer. • 3. Teachers say a number from 1 to 4. The students with that number say their group answer.
- 4. Rules • I respect others’ answers even if they are wrong. • I wait patiently for my turn, (instead of raising my hand and making sounds) • I take my time to think • I can ask for help • Everyone can think and answer every question
- 5. Answering process • Listen to the question. • Understand what is being asked for. • Answer to self. • Answer out loud. • Rethink and revise your answer.
- 6. Do you want to start?
- 7. What are the three states of matter? • 1. Think time on your own • 2. Group time • 3. Sharing time
- 8. What do we call animals that have a backbone? • 1. Think time on your own • 2. Group time • 3. Sharing time
- 9. Cognitive processes • Remembering • Understading • Applying • Analysing • Evaluating • Creating Low-order thinking High-order thinking
- 10. How do we know? Clue words Remember Understand Apply Analyze Evaluate Create What is….* When Who List Name Recall Recognize Identify Compare Contrast Conclude Which/ what* Distinguish Explain* Rephrase Infer Predict Classify Synthesize Apply Develop Test Choose Solve Tell Indicate Demonstrate Analyse Describe Compare Discriminate Distinguish Relate Explain* Select Evaluate Decide Judge Defend Check Determine Propose Hypothesize Create Design Suggest Make up Plan
- 11. What levels did the questions require? •What are the three states of matter? •What do we call animals that have a backbone?
- 12. Do you want to try higher levels?
- 13. Cyberbulling • Mary sent this message to Paul: ‘I hate you; leave the school' What would you suggest doing? •What would you say to Mary? •What would you say to Paul?
- 14. Evaluation time • Did you have difficulties to communicate in English when you worked in groups? • Why? • How did you solve them? • Do you think you could have solve it in a different way?
- 15. Evaluation time •What did you learned today? •What is the takeaway?
- 16. Evaluation time: Objectives How well did you? • Remember contents of last year? • Understand Cool questions method • Identify the cognitive dimensions • Reflect on the learning process