The document announces revisions to the Empowering Multicultural Initiatives (EMI) course schedule for Fall 2010. EMI 1 and EMI 2 will now be 24-hour 2-credit courses instead of 36-hour 3-credit courses. The content of EMI 1 will remain the same but be shortened, and additional 12-hour 1-credit courses will cover removed content in more depth. The document provides details on the revised and new course offerings, including titles, descriptions, numbers, dates and times. Registration is through Janice Gross by June 11th and graduate credits may be obtained through Framingham State College.
This document provides an overview of an academic writing course. It will cover various activities requiring students to write paragraphs on different topics. Students' grades will be based on class participation, assignments, a midterm exam, and a final exam worth 100 marks. The course aims to help students improve their academic writing abilities through practicing various writing structures and activities. Classroom roles like material collector and timekeeper are assigned. The first activities get students to know each other and identify parts of speech.
This document provides an overview of the English Language Acquisition department in Denver Public Schools. It summarizes that the department serves over 16,000 English language learners with the goal of providing effective instruction to help students gain English language skills to participate in mainstream classes. It describes the two program models - Transitional Native Language Instruction (TNLI) and English as a Second Language (ESL) Resource program - and outlines the process for identifying, placing, and assessing the progress of English language learners.
This lesson plan is for a mixed ability Year 8 class studying Romeo and Juliet. The learning objective is for students to perform the balcony scene by using scripts they wrote in the previous lesson. Students will practice their scripts in pairs and perform them for the class. Their performances will be formatively assessed based on feedback about what went well and could be improved. The cognitive challenge is for students to use appropriate voice, tone, and pauses to portray their characters when performing. Students will collaborate by acting in pairs.
This presentation discusses two language learning websites, The Mixxer and Livemocha, and how they can be incorporated in language learning curricula. There is also a discussion of the caution one needs when approaching new language learning websites.
Lesson plan for singular and plural nounshanaalasad
This 4th grade grammar lesson teaches students how to change singular nouns to plural by adding "-s" or "-es" through the use of pictures, a PowerPoint, and a Voki avatar. Students will be split into groups to categorize picture cards under the correct noun rules before practicing changing singular to plural forms. They will then solve practice problems in their workbook to reinforce the concepts.
This lesson plan involves students selecting a poem and creating a Google Slides presentation to demonstrate their understanding of the poem's themes. Over four class periods, students will analyze poems, design their presentations incorporating images and sounds, and finally present their poem and slideshow to the class. The lesson is intended for an honors 9th grade English class and aims to develop students' skills in literary analysis, multimedia presentation design, and oral communication through a poetry slam activity.
This lesson plan aims to teach low-intermediate ESL students about phrasal verbs over two 100-minute periods. In the first period, students will be introduced to phrasal verbs through an online test and discussion. They will then learn about phrasal verb usage from the teacher with the aid of online grammar exercises. In the second period, students will work in groups to analyze a short story, identify the phrasal verbs used, define them, and provide examples. Each group will then present their findings to the class. The goal is for students to improve their understanding of phrasal verbs through interactive online and group activities.
The document announces revisions to the Empowering Multicultural Initiatives (EMI) course schedule for Fall 2010. EMI 1 and EMI 2 will now be 24-hour 2-credit courses instead of 36-hour 3-credit courses. The content of EMI 1 will remain the same but be shortened, and additional 12-hour 1-credit courses will cover removed content in more depth. The document provides details on the revised and new course offerings, including titles, descriptions, numbers, dates and times. Registration is through Janice Gross by June 11th and graduate credits may be obtained through Framingham State College.
This document provides an overview of an academic writing course. It will cover various activities requiring students to write paragraphs on different topics. Students' grades will be based on class participation, assignments, a midterm exam, and a final exam worth 100 marks. The course aims to help students improve their academic writing abilities through practicing various writing structures and activities. Classroom roles like material collector and timekeeper are assigned. The first activities get students to know each other and identify parts of speech.
This document provides an overview of the English Language Acquisition department in Denver Public Schools. It summarizes that the department serves over 16,000 English language learners with the goal of providing effective instruction to help students gain English language skills to participate in mainstream classes. It describes the two program models - Transitional Native Language Instruction (TNLI) and English as a Second Language (ESL) Resource program - and outlines the process for identifying, placing, and assessing the progress of English language learners.
This lesson plan is for a mixed ability Year 8 class studying Romeo and Juliet. The learning objective is for students to perform the balcony scene by using scripts they wrote in the previous lesson. Students will practice their scripts in pairs and perform them for the class. Their performances will be formatively assessed based on feedback about what went well and could be improved. The cognitive challenge is for students to use appropriate voice, tone, and pauses to portray their characters when performing. Students will collaborate by acting in pairs.
This presentation discusses two language learning websites, The Mixxer and Livemocha, and how they can be incorporated in language learning curricula. There is also a discussion of the caution one needs when approaching new language learning websites.
Lesson plan for singular and plural nounshanaalasad
This 4th grade grammar lesson teaches students how to change singular nouns to plural by adding "-s" or "-es" through the use of pictures, a PowerPoint, and a Voki avatar. Students will be split into groups to categorize picture cards under the correct noun rules before practicing changing singular to plural forms. They will then solve practice problems in their workbook to reinforce the concepts.
This lesson plan involves students selecting a poem and creating a Google Slides presentation to demonstrate their understanding of the poem's themes. Over four class periods, students will analyze poems, design their presentations incorporating images and sounds, and finally present their poem and slideshow to the class. The lesson is intended for an honors 9th grade English class and aims to develop students' skills in literary analysis, multimedia presentation design, and oral communication through a poetry slam activity.
This lesson plan aims to teach low-intermediate ESL students about phrasal verbs over two 100-minute periods. In the first period, students will be introduced to phrasal verbs through an online test and discussion. They will then learn about phrasal verb usage from the teacher with the aid of online grammar exercises. In the second period, students will work in groups to analyze a short story, identify the phrasal verbs used, define them, and provide examples. Each group will then present their findings to the class. The goal is for students to improve their understanding of phrasal verbs through interactive online and group activities.
This lesson plan is for an intermediate English class on February 11th. The lesson will focus on reading comprehension and introduce vocabulary related to the story of the inventor of the USB flash drive. Students will read a passage about the inventor, complete true-false questions to check comprehension, sequence jumbled sentences from the story, and do a word search activity with target vocabulary. The goal is for students to better understand linear texts and practice reading skills.
This document contains a daily lesson log for a 7th grade English class covering folklore from the Philippines. The log outlines the objectives, content, learning resources, procedures, and reflection for the week's lessons. The objectives are to understand contemporary Philippine literature, text types, language skills, and oral communication. The content covers defining folklore, examples of folklore genres, and famous Filipino authors. The procedures involve group work, discussions, presentations, assessments and applying the concepts. The reflection addresses student performance and areas for improvement.
The lesson teaches students about transitions in writing by having them analyze a sample well-written paragraph, define different types of transitions, and complete a cloze activity where they choose appropriate transition words to connect ideas in a passage. The goal is for students to understand how transitions function to strengthen cohesion in writing by linking various components of a paragraph like evidence, analysis, and claims.
This document provides a daily lesson log for a Grade 7 English class covering a week of lessons. It includes the objectives, content, learning resources, procedures, and reflection for each day. The objectives and content standards cover understanding contemporary Philippine literature, extended text types, lexical and contextual cues, appropriate oral language and behavior, and the use of imperatives, prepositions, verbs and wh- questions. The procedures outline the steps and activities for each day's lesson, which cover topics like forms of essays, functions of modals, and completing sentences using modals. Resources include online links and materials. The reflection section evaluates student learning and progress over the week.
Compare and Contrast Lesson PlanTeacher CandidateGrade Le.docxjanthony65
Compare and Contrast Lesson Plan
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Grace Hernandez
8th grade
14 April 2016
Instructional ELA
Transition Words
Vocabulary
Compare and Contrast Sleep Articles
I. Planning
Lesson Summary and Focus
Today students will start the class by using transition words in sentences. This will be done with a short fill-in-the-blank sentence worksheet to be done independently. After this, students will write sentences using their vocabulary words in an around-the-room activity. Lastly, as a class we will work on starting to compare and contrast two articles we have read.
Classroom and Student Factors
This is an eighth grade instructional special education classroom with eight students; three boys and five girls. All students have IEPs, a majority of the students have increased their reading skills to be at sixth to seventh grade level. I have only two students who are below a sixth grade reading level. I also have one student who is very private and shy about participating in the classroom; she is on anxiety medication to help her relax in the school environment. Students are in their last quarter before they become freshman in high school. Currently the school is also taking the state’s assessment which requires all computers in the building to be used for only this purpose for the month of April.
There are a lot of factors that come into play when creating lessons for my classroom. It is nearly impossible to have students be able to work with computers in the classroom since our state assessment is done on the computers. I can still introduce students to new types of technology by projecting images and Prezi’s on the whiteboard for students to see. Using the smartboard, students can actively participate with notes and online games as a class.
Another factor that I have to consider is to provide appropriate readings for all my students to comprehend. My Cooperating Teacher told me that the students can read a higher level article at a slower pace and done so as a class rather than as an individual. When picking my articles for students to do their compare and contrast unit I picked a topic that would be interesting to them.
Another factor that needs to be addressed is that students are not able to have access to any technology resources in the building due to our state assessment is currently using all of them to complete PARCC testing for the month at our building. Comment by Valerie Denny: This is a duplication of a previous statement. Is it needed?
Students may also be a bit more distracted today because they are visiting their future high school (“Step Up Day”) after this period. Their minds may not be focused in the classroom right now, but I will do my best to push for engagement.
National/State Learning Standards
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede.
Compare and Contrast Lesson PlanTeacher CandidateGrade Le.docxtemplestewart19
Compare and Contrast Lesson Plan
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Grace Hernandez
8th grade
14 April 2016
Instructional ELA
Transition Words
Vocabulary
Compare and Contrast Sleep Articles
I. Planning
Lesson Summary and Focus
Today students will start the class by using transition words in sentences. This will be done with a short fill-in-the-blank sentence worksheet to be done independently. After this, students will write sentences using their vocabulary words in an around-the-room activity. Lastly, as a class we will work on starting to compare and contrast two articles we have read.
Classroom and Student Factors
This is an eighth grade instructional special education classroom with eight students; three boys and five girls. All students have IEPs, a majority of the students have increased their reading skills to be at sixth to seventh grade level. I have only two students who are below a sixth grade reading level. I also have one student who is very private and shy about participating in the classroom; she is on anxiety medication to help her relax in the school environment. Students are in their last quarter before they become freshman in high school. Currently the school is also taking the state’s assessment which requires all computers in the building to be used for only this purpose for the month of April.
There are a lot of factors that come into play when creating lessons for my classroom. It is nearly impossible to have students be able to work with computers in the classroom since our state assessment is done on the computers. I can still introduce students to new types of technology by projecting images and Prezi’s on the whiteboard for students to see. Using the smartboard, students can actively participate with notes and online games as a class.
Another factor that I have to consider is to provide appropriate readings for all my students to comprehend. My Cooperating Teacher told me that the students can read a higher level article at a slower pace and done so as a class rather than as an individual. When picking my articles for students to do their compare and contrast unit I picked a topic that would be interesting to them.
Another factor that needs to be addressed is that students are not able to have access to any technology resources in the building due to our state assessment is currently using all of them to complete PARCC testing for the month at our building. Comment by Valerie Denny: This is a duplication of a previous statement. Is it needed?
Students may also be a bit more distracted today because they are visiting their future high school (“Step Up Day”) after this period. Their minds may not be focused in the classroom right now, but I will do my best to push for engagement.
National/State Learning Standards
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede.
This lesson plan focuses on exploring spinal mobility through a modern/contemporary dance technique class. The central focus is on lateral flexion and head-tail connection. Students will warm up with spinal conversations with partners and independent explorations. They will then learn and build a choreographic phrase that incorporates these concepts. Students will each add 1-2 movements to the phrase showing lateral flexion or head-tail connection. Assessment will be informal through observation of warm-ups and their created movements added to the phrase. The lesson supports literacy through modeling movements and using imagery, questions, and collaboration.
This document outlines objectives and materials for a lesson on using personal pronouns in affirmative statements. The three objectives are: 1) Students will identify personal pronouns in sentences, 2) Students will learn how to use personal pronouns in affirmative statements, and 3) Students will distinguish between singular and plural personal pronouns. The lesson will include warm-up questions, explaining the differences between singular and plural pronouns with examples, guided practice with example sentences, independent practice exercises, and two forms of assessment: a written evaluation and oral evaluation involving completing blanks in a dialogue.
This document provides information for an ESL grammar lesson on nouns and articles that will take place in a computer lab. The lesson will use online fairy tales and audio recordings to help 18 adult intermediate ESL students from various countries practice recognizing and using different types of nouns and articles. Students will work in groups to analyze stories for examples of nouns and articles. They will then discuss their findings and write summaries applying what they learned. The teacher anticipates that count vs. non-count nouns may require additional explanation and plans follow-up to address any recurring problems.
This document summarizes an English class for 4th grade pupils focusing on grammar and adverbs of manner. The 60 minute lesson included pre-lesson activities like running dictation and identifying adverb words. During the lesson, the teacher demonstrated examples of adverbs and had students write sentences using adverbs. Students then worked in groups to list adverbs and present their work. In the post-lesson activity, students worked in pairs to continue sentences by matching adverb word cards to sentence parts on the whiteboard. The teacher reflected on student achievement of objectives and the lesson delivery.
The 4-day lesson plan introduces 3rd grade students to nouns, verbs, and adjectives. On the first 3 days, students will create one sentence using each part of speech in Google Docs and upload them to a class wiki. On the 4th day, students will demonstrate their knowledge by creating poems or stories using online magnetic poetry or mad libs games, then sharing the links on the wiki. The instructor will use PowerPoint and assess students through notes, class discussions, and their work on the wiki.
The document describes three lesson plans about inventors and inventions for a pre-intermediate English class. In Lesson 1, students discuss great inventions and learn about inventors by completing a web quest. In Lesson 2, students watch a video and finish activities in the web quest. In Lesson 3, students discuss what they learned from the web quest, prepare a PowerPoint on inventions, and present their projects to the class.
The document describes three lesson plans about inventors and inventions for a pre-intermediate English class. In Lesson 1, students discuss great inventions and learn about inventors on the web. They read about Leonardo da Vinci. Lesson 2 has students discuss the web quest and complete activities on inventors. Lesson 3 involves students expressing opinions on what they learned and creating a PowerPoint on inventions, including one they design. The lessons aim to teach vocabulary and passive voice through interactive web-based and group activities.
The document describes three lesson plans about inventors and inventions for a pre-intermediate English class. In Lesson 1, students discuss great inventions and learn about inventors by completing a web quest. In Lesson 2, students watch a video and finish activities in the web quest. In Lesson 3, students discuss what they learned from the web quest, prepare a PowerPoint on inventions, and present their projects to the class.
This lesson plan covers physical and chemical properties and changes over six weeks. It uses a 5E model of instruction, including engage, explore, explain, elaborate, and evaluate phases. Students will classify examples and non-examples of physical and chemical properties and changes. They will conduct labs to identify these, including measuring density. Concepts will be explained using Frayer model diagrams. Assessment includes a quiz on physical and chemical properties. The goal is for students to understand the differences between physical and chemical properties and changes.
This lesson plan covers physical and chemical properties and changes over six weeks. It uses 5 phases of instruction: engage, explore, explain, elaborate, and evaluate. Students will classify examples and non-examples of physical and chemical properties and changes. They will conduct experiments to observe these concepts firsthand and complete Frayer model diagrams. Density is a key focus, with students performing three density labs. Later phases include building a density column and a recycling factory simulation to extend their understanding. The plan concludes with a quiz to evaluate learning.
This document provides a lesson plan for teaching simple past tense to English language learners. The lesson involves reviewing simple present tense sentences, modeling the formation of simple past tense sentences, guided practice with manipulatives to move between timelines, independent practice filling in past tense verbs and creating their own sentences, and a closing discussion of what identifies the past tense. The objective is for students to improve their language skills by using simple past tense correctly in statements.
This document provides a lesson plan for teaching Korean as a foreign language to 8th grade students online over 4 days. The lesson focuses on greetings and expressions of regards. Students will learn vocabulary like greetings, practice pronunciation and grammar. Activities include matching greetings, role plays of conversations using the new language, describing a vacation to practice the target language, and assessments of listening, speaking, reading and writing skills. The goal is for students to gain competence in using basic Korean for familiar communication settings.
This document summarizes Robert Marzano's principles for effective teaching and learning. [1] Marzano is an education researcher who has written over 30 books on teaching best practices. [2] His principles focus on setting clear learning goals, tracking student progress, celebrating success, planning effective lessons, establishing classroom routines, using technology, and providing accommodations. [3] Teachers are encouraged to reflect on their practice and collaborate with colleagues.
This lesson plan is for an intermediate English class on February 11th. The lesson will focus on reading comprehension and introduce vocabulary related to the story of the inventor of the USB flash drive. Students will read a passage about the inventor, complete true-false questions to check comprehension, sequence jumbled sentences from the story, and do a word search activity with target vocabulary. The goal is for students to better understand linear texts and practice reading skills.
This document contains a daily lesson log for a 7th grade English class covering folklore from the Philippines. The log outlines the objectives, content, learning resources, procedures, and reflection for the week's lessons. The objectives are to understand contemporary Philippine literature, text types, language skills, and oral communication. The content covers defining folklore, examples of folklore genres, and famous Filipino authors. The procedures involve group work, discussions, presentations, assessments and applying the concepts. The reflection addresses student performance and areas for improvement.
The lesson teaches students about transitions in writing by having them analyze a sample well-written paragraph, define different types of transitions, and complete a cloze activity where they choose appropriate transition words to connect ideas in a passage. The goal is for students to understand how transitions function to strengthen cohesion in writing by linking various components of a paragraph like evidence, analysis, and claims.
This document provides a daily lesson log for a Grade 7 English class covering a week of lessons. It includes the objectives, content, learning resources, procedures, and reflection for each day. The objectives and content standards cover understanding contemporary Philippine literature, extended text types, lexical and contextual cues, appropriate oral language and behavior, and the use of imperatives, prepositions, verbs and wh- questions. The procedures outline the steps and activities for each day's lesson, which cover topics like forms of essays, functions of modals, and completing sentences using modals. Resources include online links and materials. The reflection section evaluates student learning and progress over the week.
Compare and Contrast Lesson PlanTeacher CandidateGrade Le.docxjanthony65
Compare and Contrast Lesson Plan
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Grace Hernandez
8th grade
14 April 2016
Instructional ELA
Transition Words
Vocabulary
Compare and Contrast Sleep Articles
I. Planning
Lesson Summary and Focus
Today students will start the class by using transition words in sentences. This will be done with a short fill-in-the-blank sentence worksheet to be done independently. After this, students will write sentences using their vocabulary words in an around-the-room activity. Lastly, as a class we will work on starting to compare and contrast two articles we have read.
Classroom and Student Factors
This is an eighth grade instructional special education classroom with eight students; three boys and five girls. All students have IEPs, a majority of the students have increased their reading skills to be at sixth to seventh grade level. I have only two students who are below a sixth grade reading level. I also have one student who is very private and shy about participating in the classroom; she is on anxiety medication to help her relax in the school environment. Students are in their last quarter before they become freshman in high school. Currently the school is also taking the state’s assessment which requires all computers in the building to be used for only this purpose for the month of April.
There are a lot of factors that come into play when creating lessons for my classroom. It is nearly impossible to have students be able to work with computers in the classroom since our state assessment is done on the computers. I can still introduce students to new types of technology by projecting images and Prezi’s on the whiteboard for students to see. Using the smartboard, students can actively participate with notes and online games as a class.
Another factor that I have to consider is to provide appropriate readings for all my students to comprehend. My Cooperating Teacher told me that the students can read a higher level article at a slower pace and done so as a class rather than as an individual. When picking my articles for students to do their compare and contrast unit I picked a topic that would be interesting to them.
Another factor that needs to be addressed is that students are not able to have access to any technology resources in the building due to our state assessment is currently using all of them to complete PARCC testing for the month at our building. Comment by Valerie Denny: This is a duplication of a previous statement. Is it needed?
Students may also be a bit more distracted today because they are visiting their future high school (“Step Up Day”) after this period. Their minds may not be focused in the classroom right now, but I will do my best to push for engagement.
National/State Learning Standards
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede.
Compare and Contrast Lesson PlanTeacher CandidateGrade Le.docxtemplestewart19
Compare and Contrast Lesson Plan
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Grace Hernandez
8th grade
14 April 2016
Instructional ELA
Transition Words
Vocabulary
Compare and Contrast Sleep Articles
I. Planning
Lesson Summary and Focus
Today students will start the class by using transition words in sentences. This will be done with a short fill-in-the-blank sentence worksheet to be done independently. After this, students will write sentences using their vocabulary words in an around-the-room activity. Lastly, as a class we will work on starting to compare and contrast two articles we have read.
Classroom and Student Factors
This is an eighth grade instructional special education classroom with eight students; three boys and five girls. All students have IEPs, a majority of the students have increased their reading skills to be at sixth to seventh grade level. I have only two students who are below a sixth grade reading level. I also have one student who is very private and shy about participating in the classroom; she is on anxiety medication to help her relax in the school environment. Students are in their last quarter before they become freshman in high school. Currently the school is also taking the state’s assessment which requires all computers in the building to be used for only this purpose for the month of April.
There are a lot of factors that come into play when creating lessons for my classroom. It is nearly impossible to have students be able to work with computers in the classroom since our state assessment is done on the computers. I can still introduce students to new types of technology by projecting images and Prezi’s on the whiteboard for students to see. Using the smartboard, students can actively participate with notes and online games as a class.
Another factor that I have to consider is to provide appropriate readings for all my students to comprehend. My Cooperating Teacher told me that the students can read a higher level article at a slower pace and done so as a class rather than as an individual. When picking my articles for students to do their compare and contrast unit I picked a topic that would be interesting to them.
Another factor that needs to be addressed is that students are not able to have access to any technology resources in the building due to our state assessment is currently using all of them to complete PARCC testing for the month at our building. Comment by Valerie Denny: This is a duplication of a previous statement. Is it needed?
Students may also be a bit more distracted today because they are visiting their future high school (“Step Up Day”) after this period. Their minds may not be focused in the classroom right now, but I will do my best to push for engagement.
National/State Learning Standards
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede.
This lesson plan focuses on exploring spinal mobility through a modern/contemporary dance technique class. The central focus is on lateral flexion and head-tail connection. Students will warm up with spinal conversations with partners and independent explorations. They will then learn and build a choreographic phrase that incorporates these concepts. Students will each add 1-2 movements to the phrase showing lateral flexion or head-tail connection. Assessment will be informal through observation of warm-ups and their created movements added to the phrase. The lesson supports literacy through modeling movements and using imagery, questions, and collaboration.
This document outlines objectives and materials for a lesson on using personal pronouns in affirmative statements. The three objectives are: 1) Students will identify personal pronouns in sentences, 2) Students will learn how to use personal pronouns in affirmative statements, and 3) Students will distinguish between singular and plural personal pronouns. The lesson will include warm-up questions, explaining the differences between singular and plural pronouns with examples, guided practice with example sentences, independent practice exercises, and two forms of assessment: a written evaluation and oral evaluation involving completing blanks in a dialogue.
This document provides information for an ESL grammar lesson on nouns and articles that will take place in a computer lab. The lesson will use online fairy tales and audio recordings to help 18 adult intermediate ESL students from various countries practice recognizing and using different types of nouns and articles. Students will work in groups to analyze stories for examples of nouns and articles. They will then discuss their findings and write summaries applying what they learned. The teacher anticipates that count vs. non-count nouns may require additional explanation and plans follow-up to address any recurring problems.
This document summarizes an English class for 4th grade pupils focusing on grammar and adverbs of manner. The 60 minute lesson included pre-lesson activities like running dictation and identifying adverb words. During the lesson, the teacher demonstrated examples of adverbs and had students write sentences using adverbs. Students then worked in groups to list adverbs and present their work. In the post-lesson activity, students worked in pairs to continue sentences by matching adverb word cards to sentence parts on the whiteboard. The teacher reflected on student achievement of objectives and the lesson delivery.
The 4-day lesson plan introduces 3rd grade students to nouns, verbs, and adjectives. On the first 3 days, students will create one sentence using each part of speech in Google Docs and upload them to a class wiki. On the 4th day, students will demonstrate their knowledge by creating poems or stories using online magnetic poetry or mad libs games, then sharing the links on the wiki. The instructor will use PowerPoint and assess students through notes, class discussions, and their work on the wiki.
The document describes three lesson plans about inventors and inventions for a pre-intermediate English class. In Lesson 1, students discuss great inventions and learn about inventors by completing a web quest. In Lesson 2, students watch a video and finish activities in the web quest. In Lesson 3, students discuss what they learned from the web quest, prepare a PowerPoint on inventions, and present their projects to the class.
The document describes three lesson plans about inventors and inventions for a pre-intermediate English class. In Lesson 1, students discuss great inventions and learn about inventors on the web. They read about Leonardo da Vinci. Lesson 2 has students discuss the web quest and complete activities on inventors. Lesson 3 involves students expressing opinions on what they learned and creating a PowerPoint on inventions, including one they design. The lessons aim to teach vocabulary and passive voice through interactive web-based and group activities.
The document describes three lesson plans about inventors and inventions for a pre-intermediate English class. In Lesson 1, students discuss great inventions and learn about inventors by completing a web quest. In Lesson 2, students watch a video and finish activities in the web quest. In Lesson 3, students discuss what they learned from the web quest, prepare a PowerPoint on inventions, and present their projects to the class.
This lesson plan covers physical and chemical properties and changes over six weeks. It uses a 5E model of instruction, including engage, explore, explain, elaborate, and evaluate phases. Students will classify examples and non-examples of physical and chemical properties and changes. They will conduct labs to identify these, including measuring density. Concepts will be explained using Frayer model diagrams. Assessment includes a quiz on physical and chemical properties. The goal is for students to understand the differences between physical and chemical properties and changes.
This lesson plan covers physical and chemical properties and changes over six weeks. It uses 5 phases of instruction: engage, explore, explain, elaborate, and evaluate. Students will classify examples and non-examples of physical and chemical properties and changes. They will conduct experiments to observe these concepts firsthand and complete Frayer model diagrams. Density is a key focus, with students performing three density labs. Later phases include building a density column and a recycling factory simulation to extend their understanding. The plan concludes with a quiz to evaluate learning.
This document provides a lesson plan for teaching simple past tense to English language learners. The lesson involves reviewing simple present tense sentences, modeling the formation of simple past tense sentences, guided practice with manipulatives to move between timelines, independent practice filling in past tense verbs and creating their own sentences, and a closing discussion of what identifies the past tense. The objective is for students to improve their language skills by using simple past tense correctly in statements.
This document provides a lesson plan for teaching Korean as a foreign language to 8th grade students online over 4 days. The lesson focuses on greetings and expressions of regards. Students will learn vocabulary like greetings, practice pronunciation and grammar. Activities include matching greetings, role plays of conversations using the new language, describing a vacation to practice the target language, and assessments of listening, speaking, reading and writing skills. The goal is for students to gain competence in using basic Korean for familiar communication settings.
This document summarizes Robert Marzano's principles for effective teaching and learning. [1] Marzano is an education researcher who has written over 30 books on teaching best practices. [2] His principles focus on setting clear learning goals, tracking student progress, celebrating success, planning effective lessons, establishing classroom routines, using technology, and providing accommodations. [3] Teachers are encouraged to reflect on their practice and collaborate with colleagues.
This study examined the relationship between self-efficacy and academic performance in gifted middle school students. Researchers administered questionnaires measuring self-efficacy to students and obtained their grade point averages. Results showed that students with higher levels of self-efficacy had higher GPAs, and self-efficacy was a better predictor of academic performance than measures of intelligence.
هذا البحث هو البحث الاجرائي الذي قدمته في نهاية مرحلة الاجازة في مجال ترية الطفولة المبكرة ,اثناء ممارستي للتدريب في احد المدارس اللبنانية ,رغبت في عرض تجربتي عليكم علكم تبدون تعليقاتكم حوله ,ولعلكم تستفيدون من خبرتي المتواضعة على أمل ان ياتي بالفائدة على كل من يطلع عليه
هذا العرض هو عبارة عن ملخص لبحث عن انواع الصعوبات التعلمية , حيث فيه القيت الضوء انا ومجموعة من زملائي على صعوبة الديسليكسيا من كل النواحي,وذلك في احدى مقررات ماجستير التربية المختصة ,في كلية التربية الفصل الاول ,اضعه بين ايديكم على امل ان يقدم لكل من يهتم بالاطفال وبموضوع الصعوبات التعلمية الفائدة
هذا البحث انجز من قبل مجموعة من الطلاب في الجامعة اللبنانية قسم الماجستير في التربية المختصة , وهو يلقي الضوء على الصعوبة التعليمية"الديسليكسيا"بغية السعي الى اغناء القراء بالمعلومات المفيدة حول الموضوع الذي يطرح كثيرا الان في مدارسنا وبين ابنائنا
اثناء دراستي الجامعية في الجامعة اللبنانية قسم الماجستير في التربية المختصة تناولت ان وممجموعة من الطلاب موضوع الديسليكسيا لما فيه من معلومات غنية ساهمت في تغيير المعتقد الخاطىء لدينا حول فكرة الموضوع وساهمت في جعلنا نتفهم تلاميذنا داخل الصفوف وخصوصا اولئك الذين يعانون من عوارض هذا الاضطراب
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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How to Manage Reception Report in Odoo 17Celine George
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Creative Restart 2024: Mike Martin - Finding a way around “no”Taste
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
1. Lesson Title: grammar
Grade Level: 4th
Author: Hana Al-asad
Description: Students will use voki to recall the rule of changing from sngular to plural by adding –s or -es
Objectives:
Students will:
1. Change singular nouns to plural using -s
2. Change singular nouns to plural using -es
3. practice changing from singular to plural using –s and -es
Materials:
1 .A compute
2. pictures
3. Voki.com (example:
http://www.voki.com/mywebsite.php
Class Duration: 50mins
Activities:
1. Teacher assigns groups of students a spelling a set of pictures (categorize under the correct noun group)
2. Students watch a ppt about singular and plural
3. Students practice the objective (changing from singular to plural)
3. Students will watch a voki avatar to recall the rule of changing from singular to plural
4. Students solve pages in practice book (104-105)