1) The document provides a checklist for English education student teachers to document the instructional strategies they use during their placements.
2) It lists different types of instructional strategies like individual, small group, whole class, discussion, and using writing and visuals.
3) For each strategy used, student teachers are instructed to document the date, context, strategy, and which standards it addresses.
The document describes Paula Schulze's reflections on four English lessons taught to a 4th year secondary level group. Paula focused on communicative language teaching approaches and used a variety of strategies like visual aids, group work, and discussions. The students reacted positively overall, actively participating in lessons and using English, though some lessons ran short on time or required improvements to practice structures more.
Supporting can do learning objectives with digital tools (tim goodier)eaquals
The document discusses using "can do" statements as learning objectives and digital tools to support this approach. It describes a language school's use of a custom online platform called "my.Eurocentres" where students can self-evaluate their progress on various language skills and competencies aligned with the Common European Framework of Reference levels. Data from thousands of student responses is analyzed to identify areas where students feel confident and where they need more practice. The system aims to give students agency in tracking their progress, while also providing teachers and administrators with granular feedback to help plan lessons and curricula. Key challenges discussed include developing meaningful learning objectives for each CEFR level and balancing student, teacher, and institutional needs and expectations.
The document discusses teaching large multilevel classes. It provides 10 principles for managing such classes effectively, including using varied activities to engage different learning levels, collaboration between students, and getting to know students individually. Specific techniques are suggested, such as name games to help the teacher learn students' names, collaborative group work, and personalized assignments. The challenges of large classes are maintaining control and meeting individual needs, while benefits include rich human resources and less competition between students.
This summary provides an overview of a quality teaching observation of a Year 11 History lesson on reliability and usefulness of sources:
The teacher introduced key concepts of reliability and usefulness of sources and how they are used to evaluate historical sources. Students engaged in an activity analyzing the reliability of a propaganda map from the Cold War era. Some students provided shallow responses while others demonstrated deeper understanding in justifying their analysis of the map's reliability from different perspectives. Overall, the lesson focused on developing students' understanding of evaluating source reliability and usefulness, though understanding appeared uneven across students.
How students use lecture captures as part of their studyingMatt Cornock
This document provides tips and strategies for using lecture recordings (captures) as part of studying based on interviews with University of York students. It outlines various approaches such as listening to recordings to prepare for practical tasks, using recordings and quizzes to check understanding of concepts, thinking across modules by listening to previous lectures, and creating definitive notes by combining notes from lectures and recordings. The tips are presented as a series of quotes from students about their specific strategies for using lecture captures effectively as part of their studying.
The document summarizes a lesson given by the author to a 5th year secondary school class. The lesson was based on the communicative language teaching approach and focused on using visual aids, comprehensible input, and pair/group work. Key strategies used included pictures and videos to support a listening activity on food and health. Students participated actively but some challenges remained around student tardiness and managing distracted students. The author felt the organization of activities worked well overall and aims to improve student engagement and time management.
Rafael Munoz Toledo completed an internship at Colegio "San Vicente" school where he helped students with various assignments. For his first activity, he assisted 1st grade students with presentations on English-speaking countries over 3 weeks. The students reacted positively, asking for feedback and following instructions. He was later asked to give grammar and speaking workshops to different grades and provide exam preparation assistance. While no special materials were required, he incorporated songs, videos, and presentations into lessons, which engaged students but required additional activities for comprehension. Lesson planning was an ongoing process informed by the teacher and students, with initial plans taking 2-3 hours but developing continuously throughout the internship.
The document is a daily lesson log for a senior high school Media and Information Technology class. It outlines the weekly objectives and expected learning competencies for students. The objectives for the week are for students to identify their strengths and weaknesses, appreciate diversity in classmates, and establish class rules and expectations. The lessons include activities for students to introduce themselves, present their strengths and weaknesses, and provide feedback on their teachers and subjects. The goal is for students to understand themselves as learners and work together to create a cohesive learning environment despite their differences.
The document describes Paula Schulze's reflections on four English lessons taught to a 4th year secondary level group. Paula focused on communicative language teaching approaches and used a variety of strategies like visual aids, group work, and discussions. The students reacted positively overall, actively participating in lessons and using English, though some lessons ran short on time or required improvements to practice structures more.
Supporting can do learning objectives with digital tools (tim goodier)eaquals
The document discusses using "can do" statements as learning objectives and digital tools to support this approach. It describes a language school's use of a custom online platform called "my.Eurocentres" where students can self-evaluate their progress on various language skills and competencies aligned with the Common European Framework of Reference levels. Data from thousands of student responses is analyzed to identify areas where students feel confident and where they need more practice. The system aims to give students agency in tracking their progress, while also providing teachers and administrators with granular feedback to help plan lessons and curricula. Key challenges discussed include developing meaningful learning objectives for each CEFR level and balancing student, teacher, and institutional needs and expectations.
The document discusses teaching large multilevel classes. It provides 10 principles for managing such classes effectively, including using varied activities to engage different learning levels, collaboration between students, and getting to know students individually. Specific techniques are suggested, such as name games to help the teacher learn students' names, collaborative group work, and personalized assignments. The challenges of large classes are maintaining control and meeting individual needs, while benefits include rich human resources and less competition between students.
This summary provides an overview of a quality teaching observation of a Year 11 History lesson on reliability and usefulness of sources:
The teacher introduced key concepts of reliability and usefulness of sources and how they are used to evaluate historical sources. Students engaged in an activity analyzing the reliability of a propaganda map from the Cold War era. Some students provided shallow responses while others demonstrated deeper understanding in justifying their analysis of the map's reliability from different perspectives. Overall, the lesson focused on developing students' understanding of evaluating source reliability and usefulness, though understanding appeared uneven across students.
How students use lecture captures as part of their studyingMatt Cornock
This document provides tips and strategies for using lecture recordings (captures) as part of studying based on interviews with University of York students. It outlines various approaches such as listening to recordings to prepare for practical tasks, using recordings and quizzes to check understanding of concepts, thinking across modules by listening to previous lectures, and creating definitive notes by combining notes from lectures and recordings. The tips are presented as a series of quotes from students about their specific strategies for using lecture captures effectively as part of their studying.
The document summarizes a lesson given by the author to a 5th year secondary school class. The lesson was based on the communicative language teaching approach and focused on using visual aids, comprehensible input, and pair/group work. Key strategies used included pictures and videos to support a listening activity on food and health. Students participated actively but some challenges remained around student tardiness and managing distracted students. The author felt the organization of activities worked well overall and aims to improve student engagement and time management.
Rafael Munoz Toledo completed an internship at Colegio "San Vicente" school where he helped students with various assignments. For his first activity, he assisted 1st grade students with presentations on English-speaking countries over 3 weeks. The students reacted positively, asking for feedback and following instructions. He was later asked to give grammar and speaking workshops to different grades and provide exam preparation assistance. While no special materials were required, he incorporated songs, videos, and presentations into lessons, which engaged students but required additional activities for comprehension. Lesson planning was an ongoing process informed by the teacher and students, with initial plans taking 2-3 hours but developing continuously throughout the internship.
The document is a daily lesson log for a senior high school Media and Information Technology class. It outlines the weekly objectives and expected learning competencies for students. The objectives for the week are for students to identify their strengths and weaknesses, appreciate diversity in classmates, and establish class rules and expectations. The lessons include activities for students to introduce themselves, present their strengths and weaknesses, and provide feedback on their teachers and subjects. The goal is for students to understand themselves as learners and work together to create a cohesive learning environment despite their differences.
Dimensions of Diversity Capstone Example 1KelseyShroyer
The document outlines Ramsey Champagne's capstone project on elements of diversity, including reflections on concepts learned, a synthesis of concepts, interviews with English language learners, research on discussion strategies, and materials and a lesson plan created for a discussion on adversity and values. The lesson plan incorporates learning objectives, preparation activities, discussion protocols, and the establishment of group agreements.
Justifying lecture capture: the importance of student experiences in understa...Matt Cornock
Cornock, M. (2015). Justifying lecture capture: the importance of student experiences in understanding the value of learning technologies. Extended paper, #867, ALT-C 2015 – Shaping the future of learning together. Annual Conference of the Association for Learning Technology, 8-10 September 2015, University of Manchester, UK. Abstract [PDF].
The document describes Rafael Munoz Toledo's experience collaborating with students at Colegio "San Vicente" school. It discusses the first activity he was asked to help with, which involved students researching and presenting on English-speaking countries over 3 weeks. It notes the positive atmosphere and engagement of the students. Rafael was also asked to give grammar and speaking workshops. He found that audiovisual materials like songs and videos engaged students when used appropriately within lessons. Developing effective lesson plans took continuous practice and refinement over his internship period.
Li (Jerry) Xie Dimensions of Diversity Capstone ProjectKelseyShroyer
The document discusses strategies for teaching English language learners, referencing theories like Krashen's comprehensible input hypothesis. It proposes teaching language through content by providing scaffolded instruction and language objectives. Examples are given for teaching vocabulary through preview, explanation, and review in a reading class while integrating traditional Chinese learning strategies.
Phase 2 lesson plan template paths to success in english language teaching.Maritza Rosas
This lesson plan template outlines a speaking activity for 20 English language learners in Mexico. The lesson objectives are for students to write questions in simple present, rewrite and evaluate partner's questions, propose answers, and generate conversations using the questions. Students will work in pairs to write questions, practice dialogues, and evaluate each other's presentations. The teacher will provide support and take notes on student progress during the activity.
Dimensions of Diversity Capstone Example 2KelseyShroyer
This document outlines Kylie Zhang's capstone project portfolio for an instructional coaching program. The portfolio includes lesson plans, reflections on research assignments, and documentation of Kylie's progression of learning about supporting English language learners. The research assignments focused on creating language objectives, facilitating discussions, developing vocabulary, and using technology to enhance instruction for diverse learners.
This document discusses a study conducted at the University of York to better understand student use and perceptions of lecture capture technology. The study used student diaries and interviews to gather data on how and why students use lecture recordings. Initial findings suggest that students strategize how they will use recordings during live lectures and that recordings are used as part of an overall study approach in addition to other resources, rather than just for note taking. The study aims to provide insights beyond typical measures of academic performance by exploring the student learning experience and how lecture capture impacts study behaviors.
The document outlines the goals and context of a preliminary English language teaching project. The goals are to improve English learning through student-centered project work, develop the four language skills, and motivate students. The project will take place at the Manuel Jose Cayzedo School with a 9th grade class that enjoys English. Barriers to English learning at the school include low student English levels and a lack of resources. The theoretical framework discusses integrating skills and using project-based learning to create a communicative classroom.
This document describes a study conducted to improve 10th grade students' English speaking skills in Medellin, Colombia. The study implemented cooperative learning activities to encourage interaction between students. By working together in small groups, students felt more comfortable taking risks and less anxious about making mistakes. Peer observation and feedback was also used, where student groups observed and evaluated each other's discussions. The results showed that a learner-centered approach that uses group work and interaction helps reduce students' fear of speaking and improves participation.
Olivia Phillips Dimensions of Diversity CapstoneKelseyShroyer
This document contains a capstone project by Olivia Phillips on dimensions of diversity. It includes contents, quotes from readings to include, and an instructional portfolio with examples of first and last class communications with families. It also contains a table to track assignment submissions with details like goals, assignments, points, and feedback requested. Overall, the document outlines Olivia's capstone project, which focuses on communicating with families and tracking progress on assignments related to teaching dimensions of diversity.
This 5-page document contains:
1. An observation report of an ECDL computer skills class for adult learners, summarizing the lesson activities, learner progress, and teacher evaluation.
2. Feedback from learners, noting they were happy with the course and felt they had gained new skills.
3. An assessment of the lesson's strengths, including excellent learner progress and an engaging teaching style.
4. One area for improvement around developing more detailed lesson planning documentation.
Unit 2 only the strong survive grade 6 language baissaigon
This unit plan focuses on how basic needs relate to different environments. Students will read the novel Kensuke's Kingdom and examine different environments like forests and deserts. They will develop an understanding of needs versus wants and survival techniques. Formative assessments include journaling and interviews, while summative assessments involve creating a survival guide and comparing environments using diagrams. The unit aims to develop skills in writing, questioning, presentation, and collaboration. Teaching strategies include novel discussions, videos, and a potential field trip. Exams interrupted completing all activities, but cross-curricular connections were made between subjects.
Syllabus: Public Relations Practice & Critique -- Undergraduate courseBonnie McEwan
Examines public relations from a critical perspective, as well as covering best practices for carrying out the PR function, whether inside a company or as a consultant.
Classroom video in pre-service teacher training TESOL 2010Kathy Harris
1. The document discusses using classroom video in teacher training programs to allow pre-service teachers to observe real ESL classroom interactions and discussions.
2. It describes a multimedia corpus of video recorded from an adult ESL lab school, and how the videos are used in courses to focus on classroom observation, lesson plan design, and student participation.
3. The goal is to help pre-service teachers learn to describe what they see, understand students' experiences, and consider learners when planning lessons. Activities include watching clips multiple times and discussing observations.
This lesson plan aims to help secondary 3 students practice English through oral interaction and reading on the topic of accomplishment and failure. The plan includes a variety of activities such as watching a video on successful people who initially failed, discussing opinions on failure and success, learning equine vocabulary through a split information activity, reading a poem, sharing personal experiences, and working in groups to solve problems related to dealing with failure. The teacher models activities, provides scaffolding, integrates Chinese culture, and incorporates multiple opportunities for cooperative learning and oral interaction. While the plan was realistic given the students' English level and discipline, the teacher could have better utilized the introductory video and anticipated differing student needs. Overall, cooperative learning activities and modeling instructions
This document summarizes interviews with a teacher and student about their use of an English coursebook for business professionals. The teacher prefers coursebooks that integrate skills and are clear for both teachers and students. He frequently uses grammar, listening, and vocabulary exercises but less so pronunciation exercises. He supplements materials when students need extra help. The student uses the coursebook weekly for skills practice. He likes the reading but not speaking exercises. Both find the coursebook helpful for developing language skills.
Teaching speaking skill through group work activityshafinahilni83
This study examined the use of group work activities to teach speaking skills to 33 Form 2 students in SMK Damai Jaya, Malaysia. Data was collected through student questionnaires, teacher interviews, and classroom observations of group activities. The findings showed that students had positive attitudes towards group work and participated more actively in their groups. There was also an improvement in students' individual speaking performance on assessments. Therefore, carefully planned group work activities can be an effective technique for teaching speaking skills.
Student Perception of Learner Centered Teaching Ina Qzero
The document summarizes research on student perceptions of learner-centered teaching. The research involved surveying 21 graduate students about their experiences in a psychology class taught with learner-centered methods. Key findings included that students appreciated being treated as capable learners responsible for their own education. They also valued formative feedback on assignments and choosing their own topics and due dates. The learner-centered approach helped students think critically about course material rather than just memorizing facts. Overall, the study suggests learner-centered teaching promotes deeper learning by giving students responsibility and flexibility in their education.
Field study 3 nov. presentation public copymmmckay
This document summarizes Martha McKay's field study exploring how technology can be used to create a motivating language learning environment and ease student anxiety. She set up her classroom with a document camera, blog, and Wallwisher for student presentations and class materials. Students completed podcast and TypeWith.Me activities. Survey results found students learned most from partner work. Evidence showed student engagement and learning from technology use. Research supported how technology provides feedback, promotes motivation and collaboration, and lowers anxiety when the teacher creates a supportive environment. The teacher's motivation and use of students' online experiences outside class is key to success.
Supporting student learning with lecture captureMatt Cornock
A critical introduction to lecture capture and how it, as a learning technology, may be embedded to support student learning. Invited talk to the School of Physical and Geographic Sciences, Keele University, 9 June 2016.
This document outlines an agenda for a second microteaching session focused on making fun, communicative language lessons. The objectives are to have participants demonstrate their understanding of course concepts by delivering a lesson, and to explore ways to create engaging communicative lessons. The agenda includes time for participants to prepare and deliver a microteaching session, receive peer feedback, and work on developing an e-blog where they can publish an analysis of a communicative activity. Guidelines are provided for evaluating the microteaching lessons and e-blogs.
This document discusses different lesson types and structures for teaching grammar. It describes test-teach-test (TTT), present-practice-produce (PPP), and task-based learning (TBL) lesson plans. For each approach, it outlines the basic stages and provides examples. It also discusses the advantages and disadvantages of each. The document concludes by emphasizing the importance of clear lesson aims and connecting all stages of a lesson to those aims. Teachers are encouraged to consider student needs and purpose when selecting activities and to vary their instructional approaches.
Dimensions of Diversity Capstone Example 1KelseyShroyer
The document outlines Ramsey Champagne's capstone project on elements of diversity, including reflections on concepts learned, a synthesis of concepts, interviews with English language learners, research on discussion strategies, and materials and a lesson plan created for a discussion on adversity and values. The lesson plan incorporates learning objectives, preparation activities, discussion protocols, and the establishment of group agreements.
Justifying lecture capture: the importance of student experiences in understa...Matt Cornock
Cornock, M. (2015). Justifying lecture capture: the importance of student experiences in understanding the value of learning technologies. Extended paper, #867, ALT-C 2015 – Shaping the future of learning together. Annual Conference of the Association for Learning Technology, 8-10 September 2015, University of Manchester, UK. Abstract [PDF].
The document describes Rafael Munoz Toledo's experience collaborating with students at Colegio "San Vicente" school. It discusses the first activity he was asked to help with, which involved students researching and presenting on English-speaking countries over 3 weeks. It notes the positive atmosphere and engagement of the students. Rafael was also asked to give grammar and speaking workshops. He found that audiovisual materials like songs and videos engaged students when used appropriately within lessons. Developing effective lesson plans took continuous practice and refinement over his internship period.
Li (Jerry) Xie Dimensions of Diversity Capstone ProjectKelseyShroyer
The document discusses strategies for teaching English language learners, referencing theories like Krashen's comprehensible input hypothesis. It proposes teaching language through content by providing scaffolded instruction and language objectives. Examples are given for teaching vocabulary through preview, explanation, and review in a reading class while integrating traditional Chinese learning strategies.
Phase 2 lesson plan template paths to success in english language teaching.Maritza Rosas
This lesson plan template outlines a speaking activity for 20 English language learners in Mexico. The lesson objectives are for students to write questions in simple present, rewrite and evaluate partner's questions, propose answers, and generate conversations using the questions. Students will work in pairs to write questions, practice dialogues, and evaluate each other's presentations. The teacher will provide support and take notes on student progress during the activity.
Dimensions of Diversity Capstone Example 2KelseyShroyer
This document outlines Kylie Zhang's capstone project portfolio for an instructional coaching program. The portfolio includes lesson plans, reflections on research assignments, and documentation of Kylie's progression of learning about supporting English language learners. The research assignments focused on creating language objectives, facilitating discussions, developing vocabulary, and using technology to enhance instruction for diverse learners.
This document discusses a study conducted at the University of York to better understand student use and perceptions of lecture capture technology. The study used student diaries and interviews to gather data on how and why students use lecture recordings. Initial findings suggest that students strategize how they will use recordings during live lectures and that recordings are used as part of an overall study approach in addition to other resources, rather than just for note taking. The study aims to provide insights beyond typical measures of academic performance by exploring the student learning experience and how lecture capture impacts study behaviors.
The document outlines the goals and context of a preliminary English language teaching project. The goals are to improve English learning through student-centered project work, develop the four language skills, and motivate students. The project will take place at the Manuel Jose Cayzedo School with a 9th grade class that enjoys English. Barriers to English learning at the school include low student English levels and a lack of resources. The theoretical framework discusses integrating skills and using project-based learning to create a communicative classroom.
This document describes a study conducted to improve 10th grade students' English speaking skills in Medellin, Colombia. The study implemented cooperative learning activities to encourage interaction between students. By working together in small groups, students felt more comfortable taking risks and less anxious about making mistakes. Peer observation and feedback was also used, where student groups observed and evaluated each other's discussions. The results showed that a learner-centered approach that uses group work and interaction helps reduce students' fear of speaking and improves participation.
Olivia Phillips Dimensions of Diversity CapstoneKelseyShroyer
This document contains a capstone project by Olivia Phillips on dimensions of diversity. It includes contents, quotes from readings to include, and an instructional portfolio with examples of first and last class communications with families. It also contains a table to track assignment submissions with details like goals, assignments, points, and feedback requested. Overall, the document outlines Olivia's capstone project, which focuses on communicating with families and tracking progress on assignments related to teaching dimensions of diversity.
This 5-page document contains:
1. An observation report of an ECDL computer skills class for adult learners, summarizing the lesson activities, learner progress, and teacher evaluation.
2. Feedback from learners, noting they were happy with the course and felt they had gained new skills.
3. An assessment of the lesson's strengths, including excellent learner progress and an engaging teaching style.
4. One area for improvement around developing more detailed lesson planning documentation.
Unit 2 only the strong survive grade 6 language baissaigon
This unit plan focuses on how basic needs relate to different environments. Students will read the novel Kensuke's Kingdom and examine different environments like forests and deserts. They will develop an understanding of needs versus wants and survival techniques. Formative assessments include journaling and interviews, while summative assessments involve creating a survival guide and comparing environments using diagrams. The unit aims to develop skills in writing, questioning, presentation, and collaboration. Teaching strategies include novel discussions, videos, and a potential field trip. Exams interrupted completing all activities, but cross-curricular connections were made between subjects.
Syllabus: Public Relations Practice & Critique -- Undergraduate courseBonnie McEwan
Examines public relations from a critical perspective, as well as covering best practices for carrying out the PR function, whether inside a company or as a consultant.
Classroom video in pre-service teacher training TESOL 2010Kathy Harris
1. The document discusses using classroom video in teacher training programs to allow pre-service teachers to observe real ESL classroom interactions and discussions.
2. It describes a multimedia corpus of video recorded from an adult ESL lab school, and how the videos are used in courses to focus on classroom observation, lesson plan design, and student participation.
3. The goal is to help pre-service teachers learn to describe what they see, understand students' experiences, and consider learners when planning lessons. Activities include watching clips multiple times and discussing observations.
This lesson plan aims to help secondary 3 students practice English through oral interaction and reading on the topic of accomplishment and failure. The plan includes a variety of activities such as watching a video on successful people who initially failed, discussing opinions on failure and success, learning equine vocabulary through a split information activity, reading a poem, sharing personal experiences, and working in groups to solve problems related to dealing with failure. The teacher models activities, provides scaffolding, integrates Chinese culture, and incorporates multiple opportunities for cooperative learning and oral interaction. While the plan was realistic given the students' English level and discipline, the teacher could have better utilized the introductory video and anticipated differing student needs. Overall, cooperative learning activities and modeling instructions
This document summarizes interviews with a teacher and student about their use of an English coursebook for business professionals. The teacher prefers coursebooks that integrate skills and are clear for both teachers and students. He frequently uses grammar, listening, and vocabulary exercises but less so pronunciation exercises. He supplements materials when students need extra help. The student uses the coursebook weekly for skills practice. He likes the reading but not speaking exercises. Both find the coursebook helpful for developing language skills.
Teaching speaking skill through group work activityshafinahilni83
This study examined the use of group work activities to teach speaking skills to 33 Form 2 students in SMK Damai Jaya, Malaysia. Data was collected through student questionnaires, teacher interviews, and classroom observations of group activities. The findings showed that students had positive attitudes towards group work and participated more actively in their groups. There was also an improvement in students' individual speaking performance on assessments. Therefore, carefully planned group work activities can be an effective technique for teaching speaking skills.
Student Perception of Learner Centered Teaching Ina Qzero
The document summarizes research on student perceptions of learner-centered teaching. The research involved surveying 21 graduate students about their experiences in a psychology class taught with learner-centered methods. Key findings included that students appreciated being treated as capable learners responsible for their own education. They also valued formative feedback on assignments and choosing their own topics and due dates. The learner-centered approach helped students think critically about course material rather than just memorizing facts. Overall, the study suggests learner-centered teaching promotes deeper learning by giving students responsibility and flexibility in their education.
Field study 3 nov. presentation public copymmmckay
This document summarizes Martha McKay's field study exploring how technology can be used to create a motivating language learning environment and ease student anxiety. She set up her classroom with a document camera, blog, and Wallwisher for student presentations and class materials. Students completed podcast and TypeWith.Me activities. Survey results found students learned most from partner work. Evidence showed student engagement and learning from technology use. Research supported how technology provides feedback, promotes motivation and collaboration, and lowers anxiety when the teacher creates a supportive environment. The teacher's motivation and use of students' online experiences outside class is key to success.
Supporting student learning with lecture captureMatt Cornock
A critical introduction to lecture capture and how it, as a learning technology, may be embedded to support student learning. Invited talk to the School of Physical and Geographic Sciences, Keele University, 9 June 2016.
This document outlines an agenda for a second microteaching session focused on making fun, communicative language lessons. The objectives are to have participants demonstrate their understanding of course concepts by delivering a lesson, and to explore ways to create engaging communicative lessons. The agenda includes time for participants to prepare and deliver a microteaching session, receive peer feedback, and work on developing an e-blog where they can publish an analysis of a communicative activity. Guidelines are provided for evaluating the microteaching lessons and e-blogs.
This document discusses different lesson types and structures for teaching grammar. It describes test-teach-test (TTT), present-practice-produce (PPP), and task-based learning (TBL) lesson plans. For each approach, it outlines the basic stages and provides examples. It also discusses the advantages and disadvantages of each. The document concludes by emphasizing the importance of clear lesson aims and connecting all stages of a lesson to those aims. Teachers are encouraged to consider student needs and purpose when selecting activities and to vary their instructional approaches.
Tutorial classes meeting and workshop november 17th 2015Mr Bounab Samir
This document summarizes a meeting and workshop on tutorial classes held on November 17, 2015. The workshop covered introducing tutorial classes for middle school students, their purpose of remediating weaknesses, and the teacher's role in preparing and evaluating activities. Participants discussed common student mistakes and suggested task typologies. They worked in groups to plan a tutorial class lesson addressing a specific weakness and presented their workshops. Resources provided included regulations on tutorial classes and websites with teaching games.
This document outlines an agenda for a microteaching workshop focused on creating fun and communicative language lessons. The objectives are to have participants demonstrate their understanding of course concepts by delivering a lesson, and to explore ways of making lessons communicative. The agenda includes time for participants to prepare and deliver microteaching sessions, receive peer feedback, and work on developing e-blogs where they can publish suggestions for communicative lesson activities along with explaining their choices. Guidelines are provided for evaluating the microteaching lessons and e-blogs.
This document contains a capstone project for a Dimensions of Diversity course. It is divided into three parts that cover reflection on concepts learned, communicating with families, and instructional portfolio. The reflection section discusses advocating for English language learners and cites class activities that informed the learning. The family communication section provides information to explain concepts like ACCESS testing and inclusion models to families. It also provides response templates to address common concerns. The instructional portfolio section lists completed assignment reflections and links to submitted work covering topics like creating language objectives and setting up small group discussions.
« Tutorial Classes = One to One teaching»
By. Mr.Samir Bounab
1) The tutorial classes :
--> What is it?
--> Why ? when?
--> For whom?
--> How?
--> How often?
--> For whom?
--> Where?
2) Why is grouping important in tutorial sessions?
3) What are the suggested types of grouping?
4) What are the group work objectives throughout the middle school cycle?
5) What typology of tasks and activities that can be used in Tutorial sessions?
6) What lesson plan and progression for Tutorial sessions?
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
The document discusses differentiated instruction, which is an approach to teaching that aims to meet the needs of diverse learners. It involves adjusting content, process, products, and assessments based on student readiness, interests, and learning profiles. Some key elements of differentiation include focusing on essentials, attending to student differences, adapting instruction based on ongoing assessment, and allowing student choice and flexibility. The document provides examples of instructional strategies for differentiation, such as anchor activities, centers/stations, layered curriculum, tiered lessons, entry points, academic contracts, and compacting.
This document discusses strategies for teaching English in large multilevel classes in China, which are commonly 50 students or more with varying English language abilities and ages grouped together. It outlines some challenges like classroom management, excessive grading, and engaging all students. However, it also notes benefits like increased knowledge sharing and interaction. Suggestions include rearranging seating, encouraging participation, collaborative learning, self-assessment, individualized tasks, and varying teaching methods. The document advocates for student-centered approaches to improve English education in large multilevel classes in China.
The document provides an overview of approaches to teaching English as a second language. It discusses an enlightened and eclectic approach that blends tasks and techniques. Communicative language teaching focuses on meaning, fluency, and student-centered learning. Key principles of CLT include focus on grammar, discourse, language use, student learning process, and the teacher as facilitator. The document also discusses learner-centered instruction, cooperative learning, interactive learning, whole language education, and task-based instruction. It emphasizes integrating linguistic, psychological, and social perspectives to understand second language acquisition.
The document outlines an agenda for a training on explicit instruction for teachers. The objectives are to recognize the importance of explicit instruction, identify the components of an explicit teaching framework, and appreciate how explicit instruction can develop concepts in vocabulary, oral language, language structure, and reading comprehension. It then provides examples of activities and strategies to actively engage students, such as think-pair-share, and outlines the key elements and principles of explicit instruction including modeling, scaffolding, and ensuring students have high levels of success.
This document defines tutorials and their purpose in distance education. Tutorials are compulsory and involve face-to-face meetings between small groups of students and a tutor. The main purpose of tutorials is to help students become independent learners by providing guidance, answering questions, and allowing discussion of problems. Tutorials can take various forms, including scheduled meetings and use of electronic media. They provide personal support and feedback to motivate students and help them prepare for exams.
This document summarizes a practical lesson on Content and Language Integrated Learning (CLIL). It discusses:
1) The five dimensions of CLIL - Content, Culture, Language, Environment and Learning. Each dimension is explained in detail.
2) Key teaching strategies for CLIL lessons: scaffolding, anchoring into previous learning, chunking and repackaging knowledge, fostering creative and critical thinking, and challenging students to step outside their comfort zone. Examples are provided for each strategy.
3) How target language, exposure, information and communication technology, intercultural knowledge, language awareness, learning styles, and learning strategies interact in a CLIL lesson to support students' language learning through content.
This CLIL lesson plan aims to teach primary school students about recycling. The content topic is recycling and the language focuses on vocabulary related to materials and household items. The lesson involves students brainstorming recyclable items, discussing recycling problems in groups, and tracking what they recycle at home for a week. This teaches citizenship values of environmental protection while integrating language skills. Visual organizers like the worksheet help scaffold student learning.
The document discusses combining subject and language teaching (CLIL) to improve language learning in schools. It argues CLIL can double language exposure, enrich lessons, boost language skills and motivation. The FLAME initiative aims to increase CLIL adoption by sharing resources and training. While challenging, CLIL is familiar to some teachers and aligns with curriculum goals of communication. The initiative seeks participation to showcase CLIL benefits to educators and policymakers.
Proposal PTK BERBAHASA INGGRIS --- demostrative method at procedure text----khitdhys yh
This proposal outlines a classroom action research study to improve 9th grade students' ability to perform short monologues in procedure text form through the demonstration learning method. The study will take place over two cycles at SMP Negeri 1 Sumobito, involving observation of lessons, reflection on outcomes, and analysis of data on student comprehension, sequencing ability, and final products. The goal is to develop an effective, efficient, and enjoyable teaching strategy to actively engage students and improve their English communication skills.
This document summarizes a webinar presentation on the think-pair-share learning strategy.
[1] The presenter defined think-pair-share as a collaborative learning strategy where students first think individually about a topic or question, then pair up to share their thoughts with a partner, and finally share with the whole class.
[2] The steps of think-pair-share - think individually, pair up to share thoughts, and share with the whole class - were explained. Examples of how to
This document discusses the benefits and effectiveness of lecture-based teaching. It argues that while new teaching styles are emerging, lectures remain one of the most effective ways to convey information due to their ability to provide a steady flow of knowledge from an expert. Lectures create momentum around a subject and help students focus without distractions. Studies show students who receive lectures learn more than those exposed to other methods. The document provides tips for preparing and delivering effective lectures, such as structuring the content, timing delivery, and using examples. Overall, it advocates that lectures be maintained as a traditional teaching method rather than discarded due to newer approaches.
This document discusses the benefits and effectiveness of lecture-based teaching. It argues that while new teaching styles are emerging, lectures remain one of the most effective ways to convey information due to their ability to provide a steady flow of knowledge from an expert. Lectures create momentum around a subject and help students focus without distraction. They capitalize on human nature by providing verbal instruction from an authority figure. Studies show students who receive lectures learn more than those exposed to other methods. While new technologies bring opportunities, certain tried-and-true methods like lectures will always have value in education.
Character map of xiomara batista activityTeresa Tran
The document provides directions for completing a character map analyzing the protagonist Xiomara Batista in Elizabeth Acevedo's novel "The Poet X." Students must fill out sections on Xiomara's physical description, representative quotes, desires, symbolic objects, timeline of events, key relationships, and predictions for how her character might change, citing evidence from the text. The character map is due by April 18th at 11:59 PM and students are instructed on how to properly cite textual evidence using MLA format.
This document outlines the strategic steps to plan a solution proposal for addressing bias through education and training. It includes researching examples of hate, identifying the problem and importance of advocacy, researching potential solutions, setting SMART goals, engaging community support, planning outreach activities, and developing a rebuttal against alternative solutions such as capital punishment. The proposal calls for advocating bias training and education as a solution, setting goals for community involvement, addressing potential obstacles, and arguing this approach is more effective than capital punishment.
Four corners open floor discussion questionsTeresa Tran
This document contains 8 open-ended questions for discussion on topics related to human rights, crimes against humanity, and genocide:
1) A question asking students to reflect on something from the case studies that stood out to them and why.
2) A question on what determines humanity and when it begins and ends.
3) A question on how we see history repeating itself with crimes against humanity and why these crimes persist.
4) A question on whether indifference to suffering is as immoral as causing suffering and why.
This document outlines the steps and roles for a group project to develop a solution proposal for reparations. It includes conducting background research on a case of genocide or hate, dividing up research articles to summarize, planning an aim and objectives, identifying necessary community support and activities, developing a counterclaim and rebuttal, and assigning speaking roles for presenting the proposal. The group must complete the tasks within the allotted time stamps and collaborate to develop a comprehensive solution and argument to advocate for it.
This document outlines the steps and roles for a group project to plan a solution proposal for reforming or abolishing a specific act of genocide or hate discussed in class. It includes:
1) Dividing research tasks to find evidence and summarize articles on reform vs abolition, policing policies, prison reform, and cop-free communities.
2) Developing an aim, objectives, and SMART goals for a solution that is supported with background information.
3) Identifying local, national, and global participants needed for support as well as those who need convincing, and outreach activities to achieve backing considering potential obstacles.
4) Developing a counterargument for an alternative solution and explaining why the group
This document outlines the steps and roles for a group project to develop a solution proposal to address an act of genocide or hate. It includes:
1) Providing background context on the issue and identifying the problem.
2) Dividing research tasks and summarizing relevant sources on bias education and anti-racism.
3) Developing an aim, objectives, and SMART goals for the solution, as well as identifying community supporters and required outreach activities.
4) Choosing a counterargument to another solution and explaining why their solution is better.
5) Assigning speaking roles to present the proposal, including background, research, objectives, and a concluding statement with a call to action
This document outlines the steps and roles for a group project on capital punishment. It includes conducting background research on a case study, dividing up research articles to summarize, planning an advocacy solution with objectives and activities, and considering counterarguments. Group members are assigned speaking roles to present the different sections of the solution proposal within the allotted time.
This document outlines the objectives, concepts, skills, assignments, and schedule for a unit on crimes against humanity and world genocide. Over the course of several modules spanning multiple weeks, students will analyze texts on different genocides such as the Holocaust, Japanese internment, Rwandan genocide, indigenous genocides, and Black Lives Matter. Assessment will include case studies, argumentative discussions, and a summative essay. The unit aims to develop skills in textual analysis, discussion, research, and argumentative writing.
Here are some tips for an effective counterclaim and rebuttal paragraph:
- Acknowledge the opposing view rather than saying "some argue." For example, "It is true that free college may not address all financial barriers."
- Present the strongest version of the counterargument rather than a weaker version.
- Rebut the counterargument with evidence. For example, cite data showing free college programs increased enrollment.
- Make sure to still tie it back to supporting your overall thesis. Don't get sidetracked rebutting without restating your position.
- Use transition words like "however, "while," or "nevertheless" to show you are addressing the counterargument before returning to your thesis.
Module 9 Weekly Slides Counterclaim and RebuttalTeresa Tran
This document outlines the learning intentions and schedule for a 9th grade ELA module on counterclaims and rebuttals from March 1-5. It includes directions for students to complete checkpoints involving researching evidence to support their argument, writing the first body paragraph, researching a counterclaim, and writing a counterclaim and rebuttal paragraph. Students are instructed to gather sources from databases and complete slides in a Google Classroom assignment. The schedule incorporates time for instructional mini lessons on developing counterclaims and rebuttals as well as working on assignments during the week.
This document provides instructions for a culminating assignment to write an argumentative newspaper column addressing a systemic problem such as racism, sexism, or climate change. Students must propose a concrete solution that someone their age could implement. The column should be 500-700 words and include cited evidence, a headline, picture, strong thesis, two body paragraphs with supporting facts, a counterclaim, and rebuttal. Optional extensions include creating a public service announcement on the topic.
1) The document outlines a 10th grade English poetry unit taking place from April 12th to 16th focusing on the book The Poet X by Elizabeth Acevedo.
2) Students will complete activities to learn about the author Elizabeth Acevedo, including a Jamboard on facts about her and watching a video of one of her slam poems.
3) The unit includes reading assignments from The Poet X, class discussions, a character map activity, and a formative assessment on the material. Students are asked to read parts of the book each night for homework.
This document provides an overview of the Poet X unit which focuses on the novel The Poet X by Elizabeth Acevedo. The unit objectives are to analyze texts through close reading, determine themes, analyze word choices and structure, discuss different perspectives, and create original poetry. Students will take reading quizzes, complete character analyses, close reading exercises, and craft their own narrative poems. The unit is divided into modules with daily lessons that include reading assignments, activities, and assessments to meet the objectives over several weeks.
This document outlines the objectives, concepts, skills, assignments, and schedule for a unit on crimes against humanity and world genocide. Over the course of several modules spanning multiple weeks, students will analyze texts on different genocides such as the Holocaust, Japanese internment, Rwandan genocide, indigenous genocides, and Black Lives Matter. Assessment will include case studies, argumentative discussions, and a summative essay. The unit aims to develop skills in textual analysis, discussion, research, and argumentative writing.
This document outlines the objectives, concepts, skills, assignments, and schedule for a literary criticism unit. The unit focuses on teaching students to analyze texts using different theoretical lenses like critical race theory, feminist theory, and Marxist theory. Students will practice applying these lenses to short stories. They will also complete assignments on the theories, participate in discussions, and write a summative pop culture analysis applying what they learned. The unit is divided into 4 modules spanning 4 weeks, with each module focusing on a different topic and including formative and summative assessments.
This document provides an overview for a Power of Poetry unit. It outlines objectives focused on analyzing themes, word choices, structure and cultural perspectives in poetry. It also covers skills like annotation, discussion and understanding figurative language. A schedule is included with lessons on specific poems like "Wild Geese", "Invictus" and "We Wear the Mask". Formative assessments include discussion posts, analyses and a mask poem. The unit culminates in a summative poetry assessment.
Power and Privilege Unit Overview (Part 2)Teresa Tran
This document outlines the objectives, concepts, skills, assignments, assessments, and schedule for a unit on power and privilege. The unit focuses on developing students' ability to analyze texts and arguments, conduct research, and write argumentative essays. Key assignments include a gallery walk on activists and communities, playing an online simulation game and reflecting on it, and completing a multi-draft argumentative essay on a topic of their choice with feedback checkpoints. The unit is scheduled over several weeks and modules with due dates for assignments and assessments.
Power and Privilege Unit Overview (Part 1)Teresa Tran
This document outlines the objectives, concepts, assignments, schedule, and due dates for a unit on power and privilege. The unit consists of 3 modules focused on analyzing paired texts through close reading and making inferences about themes of power and privilege. Module 1 examines the short story "The Lottery" paired with information about Capitol Hill. Module 2 analyzes an excerpt from the novel Internment paired with an article on Islamophobia. Module 3 involves writing a narrative based on utopian or dystopian themes. Formative assignments include paired text analyses and a summative writing assignment is due at the end of Module 3.
The movie Divergent is based on Marxist theory. In the futuristic world of the movie, society is divided into factions that represent different human virtues - Abnegation, Dauntless, Erudite, Candor and Amity. As a Divergent who does not fit exclusively into one faction, Tris faces threats from the powerful Erudite faction led by Jeanine, who believes controlling Divergents is necessary to maintain social order. Tris must keep her identity as a Divergent secret while uncovering a plot by Erudite that threatens her loved ones and the entire faction system.
"Pride and Prejudice" by Jane Austen CMTTeresa Tran
The document provides a summary of key events and themes in Jane Austen's novel "Pride and Prejudice" as they relate to Marxist theory. It discusses how the novel explores the struggles of the lower and working classes in 18th century British society, where social class strongly influenced people's lives and opportunities. Specific examples are given of how characters like Elizabeth Bennet face challenges and prejudices due to their inferior social status compared to wealthy aristocrats like Mr. Darcy. While Darcy and Elizabeth come to love each other, their differing social classes initially prevent their union and cause conflict and misunderstanding between them. The document concludes that the novel provides an excellent demonstration of Marxist ideas about social class structures and the imbalances of
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Teresa Tran's Instructional Checklist
1. Student Teaching In-Field Experiences and Checklist
UGA English Education Spring 2021
Purpose of the Checklist:This checklist is based on GAPSC and INTASC standards for English Education. Its main purpose is to ensure that you will use a
variety of strategies while teaching, important fora number of reasons:
1. To meet the needs of the diverse group of learnersthat will characterize your classroom, no matter what your particular setting.
2. To expand students’ conceptions of how one learner;specifically, that there are many ways and reasons to read, to write, to talk, to inquire, to create.
3. To enhance learning: Considering a topic, concept, or skill from a variety of angles or through a numberof strategies increases both the conceptual and
operational knowledge of the lesson in question. For instance, learning about Robert Frost from his poetry itself, through literary criticism, and through a look
at his contemporaries should yield an understanding of the poet, his works, and his place in literaryhistory. However, opportunities for an expanded
understanding of Frost are available in other ways,additional to, not necessarily in place of, the traditional methods: integration in units not directly related to
Frost; model writing; readers’ theater; podcasts of readings; memorization; reader response strategies and discussion; wiki study, etc.
4. To keep your teaching lively, for you as well as for your students.
5. To meet INTASC and GAPSC standards and enrich your program portfolio.
Instructions:
1. To facilitate planning, use the following checklist throughout your placement. Write the date, where used (class period, level of students, etc.), thestrategy
used, and the standards it addresses.
2. One lesson may accomplish several objectives and thus be listed in more than one category. However, there should be no fewer than 10 lessons represented
on this list.
3. The checklist should continually be posted in Google Documents (shared with Dr. Kajder and your PLC leader) and must be completed by the end of your
student teaching placement in April.
4. The checklist should be included as a page in your digital portfolio for this semester.
2. Focus Date Strategy Context Used
Grouping for Instruction
Large group 1/25 ● Large group
mini-lesson on how to
conduct critical
analysis and write
good analysis
paragraphs; I do, We
do, You do mini lesson
strategy with social
annotation practice
activity at the end of
the mini lesson
● Who: 1st Period 10th Grade
On Level ELA
● When: Block Schedule/1st
period of the Day
● Where: Virtual Zoom class,
whole class mini lesson
● Rationale: Large group
instruction allows for TC to
address whole class learning
needs, particularly issues
that TC has noticed occurring
across recent classwork
assignments; in this case, 10
grade students were having
trouble with knowing how to
write a good, complex, and
critical analysis of a story.
Thus, a large group
mini-lesson helped them look
at example analysis
paragraphs and practice
analyzing how an author
unfolds an analysis or series
of ideas or events, including
the order in which the points
are made, how they are
introduced and developed,
and the connections that are
3. drawn between them +
practice drawing evidence
from literary or informational
texts to support analysis
through a teacher-led lesson,
a whole group practice, and
then eventually an individual
assignment
Small group 2/11 ● Small group
presentation to fellow
peers; give students
opportunity to present
their projects to a wider
audience (fellow
students, teachers, and
a principal) and receive
feedback on their
projects they’ve
worked so hard on, but
in small groups
● Who: 3rd Period 10th Grade
Special Ed + On Level ELA w/
Co-Teacher
● When: Block Schedule/2nd
Period of the Day
● Where: Virtual Zoom class,
put students into small
breakout groups of 4-5
people each
● Rationale: Small group
instruction allows for TC to
assign students individual
roles for peer review and who
presents in what order in an
efficient, reachable way, as
well as allows for students to
present and share their hard
work and receive validation
from other people so they can
feel like the work they do in
class matters, but in a
smaller, less stressful group
setting compared to a whole
large group setting
4. Individual 1/27 ● Students individually
write a
dystopian/utopian
short story timed
narrative during class
to show they can write
routinely in a single
sitting and
purposefully use a
variety of narrative
techniques and details
to develop and create
their vivid and
engaging narrative that
contributes to their
sequence of events
and builds to a
conclusion
● Who: 7th Period 9th Grade On
Level ELA
● When: Block Schedule/Last
class of the day
● Where: Virtual Zoom class, all
students put into individual
breakout rooms
● Rationale: Individual
instruction allows for TC to
teach and assess students on
a 1 v 1 basis; with a
dystopian/utopian narrative, it
is important for students to
individually write their own
create stories in order to
showcase their grasp on the
elements of a narrative and to
immerse themselves in the
drafting stage of the writing
process, which requires
students to produce their
own work versus collaborate
with other students
Discussion
Whole class 2/11 ● TC lead a whole class
discussion introducing
the new unit on world
genocides and talking
about the pyramids of
hate and pyramids of
white supremacy
● TC facilitates the whole
● Who: 2nd and 6th Period 10th
Grade On Level ELA
● When: Block Schedule/ 1st
and 3rd Period of the Day
● Where: Virtual Zoom Class
● Rationale: Whole class
discussion allows for the TC
to introduce students to new
5. class discussion by
asking prepared
questions and students
responding either in
the chat or turning on
their mic
● TC asks follow up
questions or narrows
down questions when
there are lulls of
silence or confusion
about questions
● TC also allows for
periods of silence
when students don’t
want to talk
● TC sometimes
popcorns/calls on
specific students to
answer questions when
no one wants to
volunteer
● TC uses visual media
to help guide and
engage the students
into the discussion
● TC sets brave space
norms for the
discussion
● TC allows multiple
ways to participate in
discussion (turn on
mic, turn on camera,
topics and foster open
discussion about a
potentially controversial and
sensitive topic in a safe
space. In particular, it is
important to set brave space
norms for any whole class
discussion so that students
can agree to welcome all
perspectives and keep each
other accountable for the
things they share within the
discussion. TC asking follow
up questions or more narrow
questions helps students
better understand and further
participate in whole class
discussions. TC also
providing students multiple
different ways to participate
in whole class discussions
(turn on mic, turn on camera,
type in chat, or through typed
out discussion post
assignment) results in a more
inclusive and less stressful
discussion setting.
6. type in chat, or through
typed out discussion
post assignment)
Small group 2/11 ● TC uses the think, pair,
share strategy to guide
small group and later,
large group discussion
● TC has students think
and reflect upon a
discussion question,
then puts students into
small breakout groups
to discuss their
responses to the
question together, and
then pulls everyone
back into the main
room to share with the
whole class
● TC sends routine
announcements in the
Zoom room during the
small breakout group
sessions to remind
students what they
should be discussing
and how much time
they have left
● Who: 4th Period 9th Grade On
Level ELA
● When: Block Schedule/ 2nd
Period of the day
● Where: Virtual Zoom Class;
Small Breakout Groups
● Rationale: Small group
discussion allows for the TC
to step back and let students
take initiative with the
discussion and become more
invested in it by virtue of
what they decide to share
with the larger group later,
whereas for students, small
group discussion allows for
them to hear what their peers
have to say about...in this
case, what they believe are
the essential aspects of an
argument and the essential
argumentative
strategies...before they
consolidate and form their
own thoughts on a topic and
share them with the whole
class and TC. Think, Pair,
Share is a great discussion
strategy because it combines
7. small and large group
discussion and makes
discussions feel less
stressful and more fun for the
students.
Individual conference with student 2/11 ● 1 v 1 Makeup
work/remediation
conferencing; create
action plan/checklist
for every student to
turn things in by
certain deadlines and
strategies for how to
complete them based
on individual student
needs and work ethics
● Who: 4th Period 9th Grade On
Level ELA
● When: Rotation Period/Last
Period of the Day
● Where: Virtual Zoom class,
put students into individual
breakout rooms
● Rationale: 1 v 1 conferencing
allows students to feel more
comfortable asking TC
questions and talking about
their missing assignments
without disrupting the flow of
normal class sessions, as
well as to help them catch up
on work and feel better about
where they are in class
despite the pandemic; the
more these students are
given time to catch up during
this rotation period, the more
focused they are during
regular class sessions
without worrying about their
grades and asking TC about it
Using Written and Visual Literacy
8. Use writing, speaking and observing as
major modes of inquiry, reflection and
expression.
3/1 ● Semi-regular bi-weekly
reader’s responses in
the form of a free-write
response in students’
reader’s writer’s
notebook to various
prompts;
○ 3/1 example: TC
pulls up Free
Write: People
Like Us. TC
plays video of
Emi Mahmoud’s
speech:
“People Like
Us” where she
talks about her
experiences as
a Sudanese
refugee and a
genocide
survivor. TC
puts up the
Free Write
prompt: After
watching Emi’s
poem, students
free write about
it in their RWN,
by writing the
entire time for 7
minutes about
what struck
● Who: 2nd and 6th 10th Grade
On Level ELA
● When: Block Schedule
● Where: Virtual Zoom class,
whole group
● Rationale: Free write
responses allow students to
reflect on their personal
opinions and stances on
various topics we teach in
class, think about their own
thinking (metacognition), as
well as catalog and track their
inner growth as a student as
they can read their past
responses all in one journal.
9. them the most,
what vocab
words they
didn’t
recognize,
and/or create
their own
“People Like
Us” poem,
○ Afterwards,
they share their
free write
responses with
the whole class.
Use the processes of composing to
create various artifacts of oral, visual
and written literacy.
3/29-
4/2
● Crimes Against
Humanity Multi-genre
Summative with 4
parts:
○ 1: Students
work in small
groups to fill
out a planning
document for
their oral
argumentative
debate where
they conduct
research,
assess for
credibility, and
write arguments
with a
● Who: All of 10th grade On
Level ELA (1st, 2nd, 3rd, and
6th)
● When: Block Schedule
● Where: Virtual Zoom class;
small group and independent
● Rationale: Summative
allowed for a lot of
differentiation in planning
and instruction where
students had an opportunity
to create and plan for verbal
discussions, visual art, and
reflective pieces in a
cohesive unit. Students with
all different learning styles
got to participate in this
summative and be included.
10. counterclaim
and rebuttal
○ 2: Students
present an oral
argumenative
debate/presenta
tion in small
groups on
assigned
solution to
world genocide
that they
researched and
created
arguments for
○ 3: Students
plan and fill out
an Art of
Argument
proposal and
then create a
visual art piece
to accompany
their
argumentative
discussion
topic
○ 4: Students
write an Art of
Argument
reflection piece,
writing down
the significance
11. of their art
piece to the
overall unit and
summative.
Use writing, visual images, and speaking
for a variety of purposes and audiences.
3/29-
4/2
Crimes Against Humanity
Multi-genre Summative with 4
parts:
○ 1: Students
work in small
groups to fill
out a planning
document for
their oral
argumentative
debate where
they conduct
research,
assess for
credibility, and
write arguments
with a
counterclaim
and rebuttal
○ 2: Students
present an oral
argumenative
debate/presenta
tion in small
groups on
assigned
solution to
world genocide
● Who: All of 10th grade On
Level ELA (1st, 2nd, 3rd, and
6th)
● When: Block Schedule
● Where: Virtual Zoom class;
small group and independent
● Rationale: Summative
allowed for a lot of
differentiation in planning
and instruction where
students had an opportunity
to create and plan for verbal
discussions, visual art, and
reflective pieces in a
cohesive unit. Students with
all different learning styles
got to participate in this
summative and be included.
12. that they
researched and
created
arguments for
○ 3: Students
plan and fill out
an Art of
Argument
proposal and
then create a
visual art piece
to accompany
their
argumentative
discussion
topic
○ 4: Students
write an Art of
Argument
reflection piece,
writing down
the significance
of their art
piece to the
overall unit and
summative.
Apply knowledge of language structure
and convention to creating and
critiquing print and non-print texts.
2/1 -
2/3
● In the 10th lit criticism
unit, students
annotated and
critiqued example
literary criticism
(critical race theory)
● Who: All of 10th Grade On
Level ELA (1st, 2nd, 3rd, and
6th Period)
● When: Block Schedule:
● Where: Virtual Zoom class;
small group work and whole
13. analysis paragraphs
written by TC and other
students to see how
analyze how these
authors unfolds an
analysis or series of
ideas or events,
including the order in
which the points are
made, how they are
introduced and
developed, and the
connections that are
drawn between them.
Students also watched
example pop culture
analysis videos on Star
Wars, Black Panther,
and Harry Potter,
critiquing how the
speaker presented their
literary criticism and
how they used critical
theory terms in a visual
and oral format.
group
● Rationale: This lesson
allowed students to compare
and analyze the different
ways you can apply critical
theory to pop culture media
in all of its various forms.
Focus Date Strategy Context Used
Reading Processes
Uses response strategies 4/12-
4/13
● Students complete an
anticipation guide for
The Poet X. TC asks
students to answer
● Who: All of 10th Grade
On-Level ELA (1st, 2nd, 3rd,
and 6th)
● When: Block Schedule
14. agree/disagree
questions. After each
question, TC asks
students to share
responses by posting
on the nearpod collab
board that shows up
after each question,
asking for at least one
volunteer from “agree”
and “disagree” to
share their thoughts
and challenge each
other’s ideas out loud
to the whole class. This
guide pushes students
to think deeply about
complex ideas that are
present in the novel.
Completing this activity
prior to reading the
novel encourages
students to identify
their own beliefs. In
this way, when these
concepts are
challenged in the
novel, students will
have already
considered their
stance.
● Where: Virtual Zoom class;
whole group
● Rationale:
Uses interpretive strategies 4/19 - ● Students practiced and ● Who: All of 10th Grade
15. 4/20 utilized an adapted
version of the Say
Something reading
strategy where they
analyzed an excerpt
poem from the Poet X
through TPCASTT
poetry analysis tools,
interpreting title,
connotation, tone, tone
shifts, and theme.
On-Level ELA (1st, 2nd, 3rd,
and 6th)
● When: Block Schedule
● Where: Virtual Zoom class;
independent
● Rationale: Assignment
allowed students to interpret
and predict character,
thematic, and plot elements
of the Poet X through a
during reading strategy
Uses analytic strategies 1/21-
1/22
● Students learned about
Marxist Theory and
analyzed “Home” by
Gwendolyn Brooks and
“Harrison Bergeron” by
Kurt Vonnegut through
the critical marxist
theory lens by citing
textual evidence and
explaining what quotes
from the stories mean
in significance in the
context of CMT-related
vocabulary like
economic power, class,
capitalism, and social
inferiority.
● Who: All of 10th Grade
On-Level ELA (1st, 2nd, 3rd,
and 6th)
● When: Block Schedule
● Where: Virtual Zoom class;
independent
● Rationale: Assignment
allowed students to learn how
to craft an analysis paragraph
and use race, gender, and
class vocabulary terms to
analyze the significance of
themes and character and
plot through a critical theory
lens.
Provide students with opportunities to
select appropriate reading strategies that
aid in unpacking print and nonprint
texts.
4/12-
4/13
● While reading The Poet
X, students could
choose to do
annotations, or
● Who: All of 10th Grade
On-Level ELA (1st, 2nd, 3rd,
and 6th)
● When: Block Schedule
16. practice the think aloud
strategy in small
groups to help process
and understand the
book better. Students
could also choose to
read to themselves or
listen to the audiobook.
● Where: Virtual Zoom class;
independent, whole, or small
group work
● Rationale: Students exercise
choice in different reading
strategies to help them
process the book better.
Support developing or low performing
student readers in accessing and
comprehending text.
4/12-
4/13
● Students learn and
practice the think aloud
reading strategy for
The Poet X led by TC’s
mini-lesson model,
where they read aloud
the text and share out
loud their thoughts
with the whole group.
Students could also
think aloud with an
audiobook version of
The Poet X.
● Who: All of 10th Grade
On-Level ELA (1st, 2nd, 3rd,
and 6th)
● When: Block Schedule
● Where: Virtual Zoom class;
independent and whole group
● Rationale: Think Aloud helps
students interpret and
process the story better
Design and implement reading process
focused mini-lessons.
4/12-
4/13
● Students learn and
practice the think aloud
reading strategy for
The Poet X led by TC’s
mini-lesson model,
where they read aloud
the text and share out
loud their thoughts
with the whole group
● Who: All of 10th Grade
On-Level ELA (1st, 2nd, 3rd,
and 6th)
● When: Block Schedule
● Where: Virtual Zoom class;
independent and whole group
● Rationale: Think Aloud helps
students interpret and
process the story better
Text Selection
17. Incorporates a variety of genres 3/29-
4/2
● Crimes Against
Humanity Multi-genre
Summative with 4
parts:
○ 1: Students
work in small
groups to fill
out a planning
document for
their oral
argumentative
debate where
they conduct
research,
assess for
credibility, and
write arguments
with a
counterclaim
and rebuttal
○ 2: Students
present an oral
argumenative
debate/presenta
tion in small
groups on
assigned
solution to
world genocide
that they
researched and
created
arguments for
● Who: All of 10th grade On
Level ELA (1st, 2nd, 3rd, and
6th)
● When: Block Schedule
● Where: Virtual Zoom class;
small group and independent
● Rationale: Summative
allowed for a lot of
differentiation in planning
and instruction where
students had an opportunity
to create and plan for verbal
discussions, visual art, and
reflective pieces in a
cohesive unit. Students with
all different learning styles
got to participate in this
summative and be included.
18. ○ 3: Students
plan and fill out
an Art of
Argument
proposal and
then create a
visual art piece
to accompany
their
argumentative
discussion
topic
○ 4: Students
write an Art of
Argument
reflection piece,
writing down
the significance
of their art
piece to the
overall unit and
summative.
Incorporate literature representing a
variety of cultures.
N/A ● The Poet X by Elizabeth
Acevedo
● Why I Love A Country
That Hates Me by
George Takei
● Fish Cheeks by Amy
Tan
● Who: 10th Grade On Level
ELA
Incorporate a range of modes and
media.
2/1 ● TC uses padlet as the
hook for the lesson;
uses Google
● Who: 2nd and 6th Period 10th
Grade On Level ELA
● When: Block Schedule; 1st
19. Classroom to assign
assignments and
discussion posts; uses
Zoom to host
synchronous class
sessions; uses Canva
to create visual media
to accompany the
lesson for the day;
uses the mode the
social annotation to
help students build
relationships and
practice analyzing
analysis paragraphs
and Last periods of B day
● Where: Virtual Zoom class;
whole class, small group, and
individual
● Rationale: TC incorporating a
range of modes and media
helps students stay engaged
and focused with the lesson,
which is especially important
while virtually learning during
a pandemic
Provide students with an opportunity
for choice.
2/2 ● TC gives students an
opportunity to choose
whatever piece of pop
culture they want to
analyze for their pop
culture analysis project
for the literary criticism
unit (whether it be a
film, tv show, music
video, song, book, etc)
● TC provides examples
of past pop culture
analysis projects to
show students what
their choices can look
like
● TC provides students
● Who: 1st Period 10th Grade
On Level ELA and 3rd Period
10th Grade On Level +
Special Ed ELA w/
Co-Teacher
● When: Block Schedule; 1st
and 2nd periods of the day
● Where: Virtual Zoom class
● Rationale: Providing students
with an opportunity of choice
is incredibly important as
students will only work hard
and feel passionate about the
work they do in class if they
can choose what they do
their work/projects on. TC
showing examples of past
20. with a brainstorming
document to help them
brainstorm for their
pop culture analysis
projects and narrow
down their choices
● TC gives students a
chance to share their
potential ideas with
each other as the exit
ticket to the class
pop culture analysis projects
help the students who have
an issue with TOO MUCH
choice and broad rubric
parameters to narrow down
the scope of the project and
their pop culture piece (Ex: a
few songs from an album
versus the whole album,
etc…). Also TC giving
students time to share ideas
for their projects help the
students find inspiration from
each other when it comes to
choice-based projects such
as this pop culture analysis
one.
Focus Date Strategy Context Used
Provide students with skills and
opportunities to evaluate, analyze and
ethically use information and texts.
2/16-
2/17
● Students played the
online story-based
video game Quandary,
which asks them to
evaluate and analyze
different scenarios in a
sci-fi dystopia
community that require
them to problem solve
and assess information
from short comics for
fact v. opinion and
● Who: 9th On-Level ELA
● When: Block Schedule;
independent
● Where: Virtual Zoom class
● Rationale: Game invites
students to assess difference
between fact v.opinion and
make ethical decisions based
on given info and texts
21. credibility in order to
make choices to help
the community survive.
Support students in purposeful,
self-selected independent reading.
1/19
(techn
ically
@ the
begin
ning
of
every
class
period
)
● Book Love: give
students time to read
self-selected
independent book of
choice for 7-10 minutes
at the beginning of
every class
● Give book love form for
students to fill out
about their monthly
book love choices
● TC share personal
book rec lists
● Who: Every Class Period (1,
2, 3, 4, 6, and 7) On Level +
Special Ed ELA w/
Co-Teacher
● When: Block Schedule; all
class periods
● Where: Virtual Zoom class
● Rationale: Giving students
time to read their books at the
beginning of each class
encourages them to have
something to read at all times
+ encourages their love for
reading + helps them
discover new books
Composing Processes
Produce a variety of forms of written
discourse as models for student work.
N/A ● Blackout Poetry Poems
in style of “Wild Geese”
by Mary Oliver
● Narrative writing
“Dystopia/Utopia”
● Argumentative
Newspaper Column
● Pop Culture Analysis
projects
● Who: 9th and 10th On-Level
ELA (all class periods)
Implement responsive mini-lessons to
support student writers.
1/25 ● Large group
mini-lesson on how to
● Who: 1st Period 10th Grade
On Level ELA
22. conduct critical
analysis and write
good analysis
paragraphs; I do, We
do, You do mini lesson
strategy with social
annotation practice
activity at the end of
the mini lesson where
students can highlight
parts of a good
analysis paragraph to
know what makes a
good analysis
paragraph; TC also
provided analysis
paragraph template,
example transition
words students can
use + literary critical
analysis notecards for
critical race, feminist,
and marxist theory for
students
● When: Block Schedule/1st
period of the Day
● Where: Virtual Zoom class,
whole class mini lesson
● Rationale: Large group
instruction allows for TC to
address whole class learning
needs, particularly issues
that TC has noticed occurring
across recent classwork
assignments; in this case, 10
grade students were having
trouble with knowing how to
write a good, complex, and
critical analysis of a story
based on their literary critical
analysis assignments they’ve
been turning in that lacked
either citing evidence or
proper in-depth analysis.
Thus, a large group
mini-lesson helped them look
at example analysis
paragraphs and practice
analyzing how an author
unfolds an analysis or series
of ideas or events, including
the order in which the points
are made, how they are
introduced and developed,
and the connections that are
drawn between them +
practice drawing evidence
23. from literary or informational
texts to support analysis
through a teacher-led lesson,
a whole group practice, and
then eventually an individual
assignment
Use a wide range of writing strategies to
engage students in generating meaning
and to communicate understanding.
3/8-
3/9
2/10 -
2/11
● Students complete a
revision/editing
checklist for their
argumentative planning
slides where they go
into each of their
checkpoint slides and
revise each for flow,
pacing, theme,
structure, and
grammar...making sure
they all meet these
requirements, as well
as including a hook,
thesis, evidence,
research, counterclaim,
rebuttal, conclusion
● Also students write a
discussion post and
respond to two other
students’ posts on the
pyramid of hate and
pyramid of white
supremacy, answering
questions about their
● Who: All 10th Grade on-level
ELA classes (1st, 2nd, 3rd,
and 6th Period)
● When: Block Schedule;
individual and small group
● Where: Virtual zoom class
● Rationale: These writing
strategies help students
improve and grow as writers
and understand how to fix
their writing through multiple
drafts. Discussion posts help
students generate meaning
and communicate
understanding of a topic with
other students in the class,
with a focus on reflection and
building relationships.
24. thoughts and prior
knowledge on world
genocide.
Create opportunities for students to
provide peer-feedback
2/1 ● TC introduces revision
and editing stage of the
writing workshop for
the dystopian/utopian
timed narrative
● TC models how to
leave comments on
each other’s drafts and
how to give proper
peer review feedback in
a mini-lesson
● TC puts students into
breakout rooms so
students can read each
other’s drafts and
conduct peer reviews
● Who: 7th Period 9th Grade On
Level ELA
● When: Block Schedule/Last
class of the day
● Where: Virtual Zoom class,
whole class + small groups
for peer review mini lesson
and feedback giving session
of the writing workshop
● Rationale: Opportunities for
students to give peer
feedback allows them to see
if they are on the right track
with their own dystopian/
utopian narratives by seeing
what other students’ writing
strengths and weaknesses
are, as well as strengthen
their own writing craft and
knowledge by taking on the
role of the editor/writing
expert and getting advice
from multiple sets of eyes
through giving and receiving
feedback on each other’s
drafts
Create opportunities for student writers
to engage an authentic audience
2/11 ● Small group
presentation to fellow
peers; give students
● Who: 3rd Period 10th Grade
Special Ed + On Level ELA w/
Co-Teacher
25. opportunity to present
their projects to a wider
audience (fellow
students, teachers, and
a principal) and receive
feedback on their
projects they’ve
worked so hard on, but
in small groups
● When: Block Schedule/2nd
Period of the Day
● Where: Virtual Zoom class,
put students into small
breakout groups of 4-5
people each
● Rationale: This pop culture
analysis project allows for
students to present and share
their hard work and receive
validation from other people
(their fellow peers, the TC,
and a principal) so they can
feel like the work they do in
class matters, but in a
smaller, less stressful group
setting compared to a whole
large group setting
Support student writers who have
previously struggled to meet grade level
standards in writing.
3/8 -
3/9
● In the argumentative
unit, TC conferences
with students who
previously struggled to
complete or
understand the grade
level standards in
writing for each of the
argumentative planning
slides and give
advice/suggestions to
better break down the
argumentative skills
the students have to
● Who: All 9th Grade On-Level
ELA (4th and 7th)
● When: Block Schedule
● Where: Virtual Zoom class;
individual
● Rationale: By assigning
individual writing tasks for
specific elements of the
argumentative planning
slides to specific students, it
helps students practice that
one particular
element...especially if they
were previously struggling to
26. perform in their writing;
gave them individual
writing tasks for hook,
counterclaim &
rebuttal, and call to
action; assigned
paragraph by
paragraph tasks to help
break down the overall
assignment for them
understand it.