The document outlines a 9-day curriculum for a summer English program at the School of Berezanka in Ukraine. Each day focuses on a different theme of American culture and includes vocabulary, activities, and materials. Students learn about education, people, history, geography, weather, sports, holidays and more. Assessment includes a gallery walk, question and answer session, and recognition ceremony. The goal is for students to improve their English while learning about American culture.
Here are the directions to the pharmacy: Go down this street until you reach the square. Turn right and walk two blocks. The pharmacy will be on your left, next to the bank.
Martha: Thank you so much!
Activity 6
Work in pairs. Practice giving directions to places in your community.
Model:
A: Excuse me, where is the market?
B: Go straight down this street. When you see the church, turn left. The market will be on your right after two blocks.
Activity 7
Before reading.
What do you like about where you live?
Why do you like it?
I like living in my neighborhood because it is quiet and safe
Marcelina lopez planeacion ingles grado 10 - 2016 periodo 1 (5)marlosa75
This document outlines a 10-week English lesson plan for 10th grade students focusing on teens. The plan includes topics like personal information, hobbies, urban tribes, camping trips, and teen problems. Students will complete activities, projects, and assessments to practice their reading, writing, listening, and speaking skills. They will develop a portfolio throughout the course to demonstrate their learning. The teacher will use various methods like collaboration, participation, and investigation to engage students and reflect on their progress.
Marcelina lopez planeacion ingles grado 9 periodo 1 en inglesmarlosa75
1. The document outlines a lesson plan for an English class focusing on family, friends, and school life. It includes topics, aims, activities, assessment methods, and reflections for the teacher.
2. Several projects are included, such as creating a collage about family, writing texts describing family, conducting interviews about what family means, and writing about dreams of an ideal school.
3. Assessment of students includes monitoring work in notebooks, projects, portfolios, tests, and class participation, with the goal of developing language skills and cultural understanding.
This document outlines two lesson plans focused on intercultural reflection. Lesson 1 explores culture identity through listening to the Argentine national anthem in Guarani, discussing language and culture, and defining culture identity. Lesson 2 examines indigenous cultures in Argentina by watching a video, reading texts on different groups, and completing a chart comparing them. Both lessons aim to improve language skills while increasing awareness of cultural diversity and shared values.
This document contains a lesson plan in English for elementary level students. The lesson plan is divided into 4 weeks and focuses on vocabulary related to family members, adjectives, colors, numbers, pronouns, body parts, and animals. Each week introduces new vocabulary and language structures. Activities include listening to descriptions of family members, matching sentences to pictures, creating imaginary monsters, and playing a guessing game to review vocabulary. The lesson plan provides learning objectives, language focus, procedures and scaffolding strategies for each activity.
This lesson plan focuses on teaching students about life experiences. It includes the following:
1) Students will revise the differences between present perfect and past simple tenses. They will also learn new vocabulary and phrases about life experiences.
2) Students will listen to a recording and answer comprehension questions to develop their listening skills.
3) In groups, students will read a biography and answer questions to improve their reading skills.
4) Students will participate in speaking activities where they discuss life events and famous people's biographies. The goal is to develop collaborative and communication skills.
This lesson plan is for an English class at a preschool in Concordia, Entre Río. It aims to introduce 3-4 year old students to vocabulary related to family through songs, pictures, and an art activity. The 45 minute lesson is divided into three stages: an introduction using hello/goodbye songs and flashcards, looking at pictures of different families in a book, and having students draw and add their fingerprint to a class "family tree" poster. Scaffolding strategies such as gestures, modeling, and asking simple questions are included to support student understanding.
This document introduces the first unit of an English textbook. The unit focuses on introducing oneself and others. It provides instructions for a group project where students will create a slide show presentation to introduce famous personalities and themselves. They will form groups, make a contact directory, and include members' names, school, and profiles on two slides. The lesson teaches language for greeting, asking and answering personal questions, and introducing someone. Key expressions and the simple present tense of to be are presented.
Here are the directions to the pharmacy: Go down this street until you reach the square. Turn right and walk two blocks. The pharmacy will be on your left, next to the bank.
Martha: Thank you so much!
Activity 6
Work in pairs. Practice giving directions to places in your community.
Model:
A: Excuse me, where is the market?
B: Go straight down this street. When you see the church, turn left. The market will be on your right after two blocks.
Activity 7
Before reading.
What do you like about where you live?
Why do you like it?
I like living in my neighborhood because it is quiet and safe
Marcelina lopez planeacion ingles grado 10 - 2016 periodo 1 (5)marlosa75
This document outlines a 10-week English lesson plan for 10th grade students focusing on teens. The plan includes topics like personal information, hobbies, urban tribes, camping trips, and teen problems. Students will complete activities, projects, and assessments to practice their reading, writing, listening, and speaking skills. They will develop a portfolio throughout the course to demonstrate their learning. The teacher will use various methods like collaboration, participation, and investigation to engage students and reflect on their progress.
Marcelina lopez planeacion ingles grado 9 periodo 1 en inglesmarlosa75
1. The document outlines a lesson plan for an English class focusing on family, friends, and school life. It includes topics, aims, activities, assessment methods, and reflections for the teacher.
2. Several projects are included, such as creating a collage about family, writing texts describing family, conducting interviews about what family means, and writing about dreams of an ideal school.
3. Assessment of students includes monitoring work in notebooks, projects, portfolios, tests, and class participation, with the goal of developing language skills and cultural understanding.
This document outlines two lesson plans focused on intercultural reflection. Lesson 1 explores culture identity through listening to the Argentine national anthem in Guarani, discussing language and culture, and defining culture identity. Lesson 2 examines indigenous cultures in Argentina by watching a video, reading texts on different groups, and completing a chart comparing them. Both lessons aim to improve language skills while increasing awareness of cultural diversity and shared values.
This document contains a lesson plan in English for elementary level students. The lesson plan is divided into 4 weeks and focuses on vocabulary related to family members, adjectives, colors, numbers, pronouns, body parts, and animals. Each week introduces new vocabulary and language structures. Activities include listening to descriptions of family members, matching sentences to pictures, creating imaginary monsters, and playing a guessing game to review vocabulary. The lesson plan provides learning objectives, language focus, procedures and scaffolding strategies for each activity.
This lesson plan focuses on teaching students about life experiences. It includes the following:
1) Students will revise the differences between present perfect and past simple tenses. They will also learn new vocabulary and phrases about life experiences.
2) Students will listen to a recording and answer comprehension questions to develop their listening skills.
3) In groups, students will read a biography and answer questions to improve their reading skills.
4) Students will participate in speaking activities where they discuss life events and famous people's biographies. The goal is to develop collaborative and communication skills.
This lesson plan is for an English class at a preschool in Concordia, Entre Río. It aims to introduce 3-4 year old students to vocabulary related to family through songs, pictures, and an art activity. The 45 minute lesson is divided into three stages: an introduction using hello/goodbye songs and flashcards, looking at pictures of different families in a book, and having students draw and add their fingerprint to a class "family tree" poster. Scaffolding strategies such as gestures, modeling, and asking simple questions are included to support student understanding.
This document introduces the first unit of an English textbook. The unit focuses on introducing oneself and others. It provides instructions for a group project where students will create a slide show presentation to introduce famous personalities and themselves. They will form groups, make a contact directory, and include members' names, school, and profiles on two slides. The lesson teaches language for greeting, asking and answering personal questions, and introducing someone. Key expressions and the simple present tense of to be are presented.
This document outlines two lesson plans focused on intercultural reflection and indigenous cultures in Argentina. Lesson 1 introduces students to the Guarani language and culture through listening to the national anthem in Guarani. Students then discuss aspects of culture identity and complete a definition. Lesson 2 engages students by watching a video on ethnic groups in Argentina and reading texts on indigenous cultures. Students work in groups to complete a chart comparing different cultures and reflect on commonalities between them. Both lessons aim to improve students' language skills and cultural awareness.
Here are some objects:
Student 1: An apple.
Student 2: A pen.
Student 3: Two pencils.
Student 4: One ruler.
Student 5: Three notebooks.
Continue naming objects and using articles and numbers.
Activity 2
Play a memory game in pairs. Student A names an object and cardinal number.
Student B repeats what was said and adds a new object and number. Take turns until you can no longer remember.
Student A: An apple, one pencil.
Student B: An apple, one pencil, two erasers.
Continue adding objects and numbers in your turns. The first student who forgets loses.
Activity 3
The passage describes the daily schedule of an American exchange student named Diana attending high school in Philadelphia. It provides details of her typical school day, which includes 7 classes of around 50 minutes each from 8:15 AM to 3:28 PM, with a short break between classes. Students have lunch during the 3rd period. After classes end, most students participate in extracurricular activities, while some attend an optional study period. Diana is involved in gymnastics, soccer, and choir, which takes up most of her evenings. She wakes up at 6:30 AM and does not return home until 6:30-7:00 PM each day, finding time for homework between dinner and bed at 11:00 PM. The
Caderno do Aluno Inglês 3 ano vol 1 2014-2017Diogo Santos
This document provides information about volunteer work opportunities in Brazil for teenagers. It begins by defining what a volunteer is and noting that volunteers work without pay to benefit their community or address social and environmental issues. It then lists several types of volunteer projects teenagers could participate in, including working in hospitals assisting patients, helping at support houses that house sick children, assisting at preschools, and teaching English classes. The purpose is to inform teenagers about different ways they can volunteer and help others in Brazil.
The lesson plan is for a 2-hour English class with 6th year students focusing on a pen pal project between their school and another. It includes three main parts:
1. A warm-up introducing the pen pal project and discussing qualities of good friends. Students identify positive and negative personality traits.
2. The main activity where students read model emails, learn the structure of informal emails, and begin drafting emails to their pen pals.
3. As a closure, students choose a viral dance video to rehearse and perform together at their next class.
This lesson plan describes a 40-minute English class for 3 young students ages 4-5. The lesson focuses on consolidating vocabulary about colors and farm animals through various engaging activities. The activities include a dice game to review colors, watching an educational video about farm animals while singing along, a memory game matching farm animal cards, and coloring a worksheet of farm animals. Scaffolding strategies such as using visual aids and modeling are incorporated to support student learning. The plan aims to develop students' language, motor, visual, and social skills through an interactive and multi-sensory lesson.
This document provides information about an English language textbook. It includes copyright information for the original UK edition as well as the American English adaptation. It also lists publishing details and credits for the Ecuadorian edition, including government officials and the Ministry of Education of Ecuador. The introduction to students explains that the goal is to provide English language skills and knowledge to succeed globally, using English as an international language to access information and opportunities.
This document provides information about a Russian language learning program called "Spotlight Starter". It includes:
1. An overview of the materials included in the program such as a student book, workbook, portfolio, flashcards, CDs and access to an online website.
2. A description of the 5 units in the student book which cover topics like family, school, pets and food.
3. Details about additional resources like stories, songs and a DVD to support learning.
4. Guidelines for teachers on how to structure Russian lessons around the materials, with activities to present vocabulary, practice dialogue and comprehension.
English book 2 student 2016 - 2017 (Level 5 b1.1)Gabriel Guerrón
This document provides information about an English textbook for high school students in Ecuador. It includes details about the textbook such as the authors and editors, as well as introductory messages. The document outlines the overall goals and structure of the textbook, which aims to promote good living and teach English through topics like the news, history, character, and technology. It is intended to support students' learning both inside and outside the classroom.
The document provides details for an English lesson plan for middle school students. It includes the learning objectives, language skills, topics, and activities. The lesson will focus on means of transportation, daily activities, and adverbs of frequency. Students will learn to name transports, discuss daily routines using common adverbs, and ask/answer questions on the topics. A variety of teaching methods like pictures, questions, and written exercises are outlined to help students practice their communicative skills in English.
The document provides guidelines for using inclusive and non-sexist language in educational documents from the Ecuadorian Ministry of Education. It explains that one of the ministry's objectives is to promote gender equity in Ecuadorian society and education. It recommends using gender-neutral words like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both women and men. This practice follows the recommendations of the Royal Spanish Academy and aims to avoid overly wordy expressions while allowing collective groups to be referred to using masculine grammar. It is signed by the President of Ecuador and the Minister of Education.
This document provides details of a planned English lesson for 6-year-old students. The 45-minute lesson aims to introduce food vocabulary through puppet show, worksheet activity, and game. New words to be taught include sandwich, yogurt, biscuits, water, juice, apple, banana, and orange. Colors red, yellow, blue and numbers 1-5 will also be reviewed and reinforced through songs, flashcards, and identifying foods. Assessment will include teacher observation and reflection as well as student feedback.
This document provides a micro curriculum plan for a foreign language class at a school in Ecuador. It outlines the topics, strategies, activities, resources, and evaluation for each class day from May 15th to May 19th, 2017. The weekly objectives include spelling numbers, memorizing new vocabulary, using simple present tense, and writing sentences using past tense. Classes will use activities like brainstorming, workshops, and individual exercises to reinforce topics like verbs, pronouns, and adjectives through questions, games and short tests.
The document expresses the author's love for their mother, and their regret about not being able to do more for her while she was alive due to being busy raising money for school. The author thanks their mother for all of her hard work and sacrifices, and feels their love for her is beyond words.
This document discusses computer programming languages and their history. It identifies several pioneering programmers who developed important early languages like BASIC, Pascal, and C. It also categorizes programming languages into machine languages, assembly languages, high-level languages, and natural languages. Finally, it lists some specific widely-used programming languages like COBOL, Fortran, C, Java, BASIC, and HTML.
Siri was created by Siri Inc which was acquired by Apple in 2010. Siri is an AI assistant created by Apple to be helpful, harmless, and honest. Siri uses advanced natural language processing to answer questions and complete tasks for users.
The document discusses a do-while loop code sample written in C programming language. The code prompts the user to enter a choice between 1, 2, or 3 and will continue looping until the user enters 2. It uses printf and getche functions to output text and get character input from the user. The code is meant to demonstrate a basic do-while loop structure in C.
The document provides resources and advice for Peace Corps volunteers teaching in Ukrainian classrooms. It discusses [1] the challenges of teaching in Ukraine including lack of technology, resources, language barriers, and different expectations; [2] why teachers should supplement textbooks with additional materials; and [3] types of resources volunteers can create including physical, electronic, consumable, and sustainable materials. The volunteer encourages volunteers to be creative in their resource collection and reuse, and provides examples of organizing physical materials and websites where additional materials can be accessed.
This document outlines two lesson plans focused on intercultural reflection and indigenous cultures in Argentina. Lesson 1 introduces students to the Guarani language and culture through listening to the national anthem in Guarani. Students then discuss aspects of culture identity and complete a definition. Lesson 2 engages students by watching a video on ethnic groups in Argentina and reading texts on indigenous cultures. Students work in groups to complete a chart comparing different cultures and reflect on commonalities between them. Both lessons aim to improve students' language skills and cultural awareness.
Here are some objects:
Student 1: An apple.
Student 2: A pen.
Student 3: Two pencils.
Student 4: One ruler.
Student 5: Three notebooks.
Continue naming objects and using articles and numbers.
Activity 2
Play a memory game in pairs. Student A names an object and cardinal number.
Student B repeats what was said and adds a new object and number. Take turns until you can no longer remember.
Student A: An apple, one pencil.
Student B: An apple, one pencil, two erasers.
Continue adding objects and numbers in your turns. The first student who forgets loses.
Activity 3
The passage describes the daily schedule of an American exchange student named Diana attending high school in Philadelphia. It provides details of her typical school day, which includes 7 classes of around 50 minutes each from 8:15 AM to 3:28 PM, with a short break between classes. Students have lunch during the 3rd period. After classes end, most students participate in extracurricular activities, while some attend an optional study period. Diana is involved in gymnastics, soccer, and choir, which takes up most of her evenings. She wakes up at 6:30 AM and does not return home until 6:30-7:00 PM each day, finding time for homework between dinner and bed at 11:00 PM. The
Caderno do Aluno Inglês 3 ano vol 1 2014-2017Diogo Santos
This document provides information about volunteer work opportunities in Brazil for teenagers. It begins by defining what a volunteer is and noting that volunteers work without pay to benefit their community or address social and environmental issues. It then lists several types of volunteer projects teenagers could participate in, including working in hospitals assisting patients, helping at support houses that house sick children, assisting at preschools, and teaching English classes. The purpose is to inform teenagers about different ways they can volunteer and help others in Brazil.
The lesson plan is for a 2-hour English class with 6th year students focusing on a pen pal project between their school and another. It includes three main parts:
1. A warm-up introducing the pen pal project and discussing qualities of good friends. Students identify positive and negative personality traits.
2. The main activity where students read model emails, learn the structure of informal emails, and begin drafting emails to their pen pals.
3. As a closure, students choose a viral dance video to rehearse and perform together at their next class.
This lesson plan describes a 40-minute English class for 3 young students ages 4-5. The lesson focuses on consolidating vocabulary about colors and farm animals through various engaging activities. The activities include a dice game to review colors, watching an educational video about farm animals while singing along, a memory game matching farm animal cards, and coloring a worksheet of farm animals. Scaffolding strategies such as using visual aids and modeling are incorporated to support student learning. The plan aims to develop students' language, motor, visual, and social skills through an interactive and multi-sensory lesson.
This document provides information about an English language textbook. It includes copyright information for the original UK edition as well as the American English adaptation. It also lists publishing details and credits for the Ecuadorian edition, including government officials and the Ministry of Education of Ecuador. The introduction to students explains that the goal is to provide English language skills and knowledge to succeed globally, using English as an international language to access information and opportunities.
This document provides information about a Russian language learning program called "Spotlight Starter". It includes:
1. An overview of the materials included in the program such as a student book, workbook, portfolio, flashcards, CDs and access to an online website.
2. A description of the 5 units in the student book which cover topics like family, school, pets and food.
3. Details about additional resources like stories, songs and a DVD to support learning.
4. Guidelines for teachers on how to structure Russian lessons around the materials, with activities to present vocabulary, practice dialogue and comprehension.
English book 2 student 2016 - 2017 (Level 5 b1.1)Gabriel Guerrón
This document provides information about an English textbook for high school students in Ecuador. It includes details about the textbook such as the authors and editors, as well as introductory messages. The document outlines the overall goals and structure of the textbook, which aims to promote good living and teach English through topics like the news, history, character, and technology. It is intended to support students' learning both inside and outside the classroom.
The document provides details for an English lesson plan for middle school students. It includes the learning objectives, language skills, topics, and activities. The lesson will focus on means of transportation, daily activities, and adverbs of frequency. Students will learn to name transports, discuss daily routines using common adverbs, and ask/answer questions on the topics. A variety of teaching methods like pictures, questions, and written exercises are outlined to help students practice their communicative skills in English.
The document provides guidelines for using inclusive and non-sexist language in educational documents from the Ecuadorian Ministry of Education. It explains that one of the ministry's objectives is to promote gender equity in Ecuadorian society and education. It recommends using gender-neutral words like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both women and men. This practice follows the recommendations of the Royal Spanish Academy and aims to avoid overly wordy expressions while allowing collective groups to be referred to using masculine grammar. It is signed by the President of Ecuador and the Minister of Education.
This document provides details of a planned English lesson for 6-year-old students. The 45-minute lesson aims to introduce food vocabulary through puppet show, worksheet activity, and game. New words to be taught include sandwich, yogurt, biscuits, water, juice, apple, banana, and orange. Colors red, yellow, blue and numbers 1-5 will also be reviewed and reinforced through songs, flashcards, and identifying foods. Assessment will include teacher observation and reflection as well as student feedback.
This document provides a micro curriculum plan for a foreign language class at a school in Ecuador. It outlines the topics, strategies, activities, resources, and evaluation for each class day from May 15th to May 19th, 2017. The weekly objectives include spelling numbers, memorizing new vocabulary, using simple present tense, and writing sentences using past tense. Classes will use activities like brainstorming, workshops, and individual exercises to reinforce topics like verbs, pronouns, and adjectives through questions, games and short tests.
The document expresses the author's love for their mother, and their regret about not being able to do more for her while she was alive due to being busy raising money for school. The author thanks their mother for all of her hard work and sacrifices, and feels their love for her is beyond words.
This document discusses computer programming languages and their history. It identifies several pioneering programmers who developed important early languages like BASIC, Pascal, and C. It also categorizes programming languages into machine languages, assembly languages, high-level languages, and natural languages. Finally, it lists some specific widely-used programming languages like COBOL, Fortran, C, Java, BASIC, and HTML.
Siri was created by Siri Inc which was acquired by Apple in 2010. Siri is an AI assistant created by Apple to be helpful, harmless, and honest. Siri uses advanced natural language processing to answer questions and complete tasks for users.
The document discusses a do-while loop code sample written in C programming language. The code prompts the user to enter a choice between 1, 2, or 3 and will continue looping until the user enters 2. It uses printf and getche functions to output text and get character input from the user. The code is meant to demonstrate a basic do-while loop structure in C.
The document provides resources and advice for Peace Corps volunteers teaching in Ukrainian classrooms. It discusses [1] the challenges of teaching in Ukraine including lack of technology, resources, language barriers, and different expectations; [2] why teachers should supplement textbooks with additional materials; and [3] types of resources volunteers can create including physical, electronic, consumable, and sustainable materials. The volunteer encourages volunteers to be creative in their resource collection and reuse, and provides examples of organizing physical materials and websites where additional materials can be accessed.
This document is used to accompany the jigsaw and gallery walk activity students perform as part of the introduction to Shakespeare's Romeo and Juliet.
SCADA systems allow for monitoring and control of industrial processes through a centralized system. A typical SCADA system includes a human-machine interface, remote terminal units to connect to field devices, programmable logic controllers, and communication infrastructure. SCADA systems provide advantages like cheaper operation costs, continuous monitoring of processes, reliability, and allowing fewer operators to monitor more assets from a central location.
This document contains an assessment for a 10th form English class based on a textbook by A. Nesvitt. It includes 4 units covering topics like family and friends, sports and leisure, food, and weather and nature. Each unit has tasks assessing vocabulary, grammar, and language skills. The tasks include matching words, completing sentences in different tenses, rewriting sentences with correct prepositions, and translating word combinations. The key provides the answers to the assessment tasks.
This document discusses best practices for teaching vocabulary to language learners. It notes that full learning of a word requires multiple exposures over time, through meaningful input and output. It recommends systematically teaching only high frequency and academic vocabulary, and helping learners develop strategies for independent vocabulary learning. Effective teaching involves exposing words in different contexts and meanings, using first language translations, spacing practice over time, and balancing direct instruction with other learning strands.
This document discusses various strategies for teaching vocabulary to primary English students, including flashcards, games, model sentences, origami, graphic organizers, and puzzles/pictures/posters. Flashcards are introduced as a popular method that can be used for different themes over time through various matching and memory games. Model sentences demonstrate proper usage of new words through simple examples. Graphic organizers like maps and charts provide visual learning methods. The document encourages reusing activities and tailoring them to students' ages.
This document provides ideas for English language teachers on how to teach vocabulary in the classroom. It discusses presenting new words in context by reading a text that includes the words or showing pictures. It also discusses presenting words in isolation by showing pictures before introducing a topic. Some specific vocabulary teaching methods discussed are using realia, pictures, mime and gestures, contrasting words, enumeration, and explanation. It emphasizes teaching the meaning, sound, and written form of any new words introduced.
How to teach vocabulary to young learnersTriska Dayu
This document discusses techniques for teaching vocabulary to young learners. It begins by explaining why vocabulary is important, as words are like bricks that build language. It then provides five techniques to teach vocabulary: 1) pointing using flashcards, 2) substitution using synonyms and antonyms, 3) naming by substituting words in contexts, 4) miming and using actions, and 5) using real objects. Finally, it describes six activities to engage young learners in vocabulary learning: Sparkle, Spelling Bulls-eye, Word Ladder, Guess the Word, and Vocabulary Puzzle. The goal is to make vocabulary learning interesting, relevant, and achievable for students.
This document discusses techniques for teaching vocabulary, including:
1) It recommends using games like Bingo to motivate students to learn vocabulary.
2) It explains that mastering vocabulary is essential for learning a language.
3) It describes the procedure for playing Bingo to teach vocabulary, which involves students making Bingo boards, calling out words, and marking them off as they are learned.
The document outlines a three step process for teaching vocabulary:
1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
This document contains a daily schedule and lesson plans for a homeschool class on Wednesday, January 9, 2013. The schedule includes subjects like math, science, bible, gym/music. For each subject, the document lists the key concepts, resources, introduction, lesson, closure and any special considerations. The math lesson focuses on relating addition and subtraction facts, the science lesson teaches about hearing loss from loud noises, and the bible lesson discusses building orderliness from a proverb.
EDU203 - Literacy and LanguageName __________________________EvonCanales257
EDU203 - Literacy and Language
Name __________________________________
Early Childhood Literacy 5 Day Lesson Plan
Final Project Guidelines
This assignment will serve as the final project in EDU203. You will pull together what you have learned in the course and develop a 1 week (5 day) early childhood (Prek-3rd Grade) literacy lesson plan. You may use any of the assignments you created in this class. Please review the expectations for this assignment below.
STANDARDS
Review your state’s early childhood literacy standards & Common Core State Standards (K-3) —-> select one set of standards, not both
Choose one or two standards to focus your lessons
FOR EACH OF THE 5 DAYS
OBJECTIVES
What do you want the children to learn (not what do you want to teach)?
What will the children be able to do as a result of the lesson?
Align your objectives to the standards you selected
Remember, you must be able to evaluate (assessments) whether or not your students have met the objectives.
1-2 objectives is fine
MATERIALS
List all of the materials necessary for the lessons
Books and media sources must have citations (use APA for this assignment)
INTRODUCTION (also known as the Anticipatory Set)
Connect to previous knowledge
Motivate children to participate
Hands-on
Multi-sensory
PROCEDURES
Main portion of your lesson
Step-by-step instructions for what your teacher and students will do during the lesson
Be sure your procedures and objectives align
Consider classroom management (whole group, small group, centers, transitions, seating)
GUIDED or INDEPENDENT PRACTICE
How do your students apply or practice what they have just learned?
Independent work, seatwork, centers (descriptions/samples required)
CHECK FOR UNDERSTANDING
How will you know your objectives have been met?
Reword your objectives as questions
Provide methods of assessment
Have specific, measurable goals that tie into your objectives.
Please review the provided sample lesson plan for an idea of what is expected.
Formatting
Times New Roman or Arial font, size 12
Submitted as a WORD document
Your name and course number must be placed in the top right-hand corner, along with the date of submission
Be mindful of grammar and mechanics
Books and other resources used must be cited in-text in APA format (http://www.citationmachine.net/apa)
Please save your file as, “EDU203-EarlyEdLiteracyLessonPlan” when you submit the assignment to your portfolio and to Canvas.
This assignment will be submitted on the learning management system (LMS) as well as uploaded to your digital portfolio (Folio). For more information on how to create or upload documents to your digital portfolio, please view the Folio module on the main page of the course website.
Please note that you may not submit a lesson plan that you have submitted in a prior course or that you have downloaded from the Internet. You will receive a failing grade for this assignment if this occurs. You must submit an original plan for this caps ...
The document describes a project for primary school students to create posters about their favorite idol. The project aims to practice vocabulary about family members and pronouns. Students choose a famous person, find information about their age, family, and include a picture. They write 3 sentences on their poster and present it to the class. The teacher provides poster models and guides the students through researching, designing, and presenting their posters about their favorite idols.
This weekly home learning plan outlines the schedule, learning areas, competencies, and tasks for a Grade 12 student for one week. On Mondays from 9:30-11:30 the student will work on practical research, focusing on characteristics of quantitative and qualitative research through various identification and matching activities. From 1:00-3:00 on Mondays the student will learn about contemporary Philippine arts from the regions through individual and identification activities exploring different art forms and artists. The rest of the weekly plan continues in a similar format of outlining daily schedules, learning areas, and associated activities for subjects like 21st century literature, media and information literacy, and creative writing.
Kyk2mtm1tvht5kdzsh3x signature-c5de56f6777d28c404f996fffe4803ac8500885e78b055...Mary Villanueva
The reading introduces six characters who are members of Teen Scene, a drama and music group. It describes each character's name, age, interests and personality traits. Alex is 15 years old, easygoing and not shy. He plays guitar. Joe is 15 and Alex's best friend, but he is more serious and studious while Alex is popular. Diane is Joe's outgoing and friendly 14-year-old sister. Karen is 14 and from Los Angeles. She loves Broadway. Lori is 15 and shy except when performing, and is very competitive.
This document appears to be an introduction to an English language textbook being distributed by the Ministry of Education of Ecuador. It lists the key people in the Ministry of Education and provides publishing information for the textbook. It also includes a welcome message to students, emphasizing that the goal is to provide students with the English language skills needed to succeed globally and to access knowledge and opportunities. It indicates that the textbook and teaching approach will follow the Common European Framework and focus on communicative language teaching.
This document contains a lesson plan for an English class on the topic of "My Favourite Food". The lesson plan aims to teach students to name and identify different kinds of food. It includes warmup activities, teaching new vocabulary through listening exercises and games, and an evaluation based on student participation. Key vocabulary includes various foods like apples, bananas, burgers, and snacks. The lesson plan also lists resources and links to other subject areas.
This document is a lesson plan for an English class focused on the topic of family. The lesson plan outlines the learning objectives, language focus, teaching approach, integration of skills, materials, seating arrangement and assessment. It provides details of the warmup activity, presentation, development activities where students will draw and present their own family trees, and the closure. For homework, students are asked to bring a family photo for the next class. The teacher's lesson plan is assessed and receives an overall good score.
The document introduces the characters of Alex and his friends who are part of the Teen Scene drama and music group. It provides a short self-introduction for each character, describing their name, age, interests and personality traits. The characters introduced are Lori Hudson, Joseph Sanders, Karen Jackson, Diane Sanders, and Alex Romero. Each character shares some biographical details and how they would describe their own personality.
This document provides details of an English lesson plan for a 4th year secondary school class in Argentina. The 80-minute lesson focuses on eating habits and healthy food. It includes activities to review food vocabulary, read about a teenage celebrity chef, discuss healthy eating, and watch a video on making healthy snacks. The lesson aims to develop students' speaking, listening, reading and vocabulary skills through group work, discussions and interactive activities incorporating their textbook and other materials.
This document provides details of an English lesson plan for a 4th year secondary school class in Argentina. The 80-minute lesson focuses on eating habits and healthy food. It includes activities to review food vocabulary, read about a teenage celebrity chef, discuss healthy eating, and watch a video on making healthy snacks. The lesson aims to develop students' speaking, listening, reading and language skills through group work and interaction with the teacher.
This document provides information for parents about their child's second grade experience at Elkridge Elementary School for the 2015-2016 school year. It introduces the classroom teachers and staff. It outlines the school's vision of inspiring students to learn and excel. It details the daily schedule, what subjects will be covered in math, content areas, writing, and reading. It also discusses homework policies and how student work and progress will be communicated.
This lesson plan aims to teach students about July 4th celebrations in America. The students are Russian immigrants between ages 10-19 with varying levels of vision impairment. They will create an itinerary of 3 July 4th activities and present it to the class, explaining why they chose each. The lesson will involve discussing birthday celebrations, listening to patriotic songs, feeling a flag with different textures, and experiencing simulations of fireworks and picnics. Students will be required to actively participate through discussion, singing, touching materials, creating firework skewers, and giving presentations. Their presentations will be evaluated to assess achievement of the lesson objective.
This five day unit on Native Americans for 4th grade includes lessons and activities to teach students about Native American culture and history. In the first lesson, students listen to a story and complete Venn diagrams and charts comparing Native American and modern life. The second lesson has students learn about Native American drums and create their own. In the third lesson, students research Native artifacts online and use a computer program to draw them. The fourth lesson has students watch a video clip and write a script describing the scene. The final lesson involves students watching a YouTube video about Native American children and answering questions.
This document provides information about the kindergarten curriculum and schedule for the upcoming school year. It includes details about:
- Communication methods like agendas and Thursday folders
- The focus areas for literacy, math, science, and social studies curriculum which are aligned to state standards
- The daily schedule including times for subjects like literacy workshops, math, science, and specials
- Behavior and reward systems like PBIS and "Bee Incentives"
- Conferences and reporting schedules for progress reports and report cards.
Jefferson introduces himself by saying his name, age, and where he is from. He provides a model for others to introduce themselves with their name, age, and place of origin. The lesson teaches students to greet each other, ask and answer personal information questions, and introduce someone using the simple present tense of the verb "to be".
The kindergarten daily lesson log outlines the schedule and activities for the week of December 4-8. The schedule includes daily routines, two meeting periods to discuss the week's topics, two work periods with guided and independent activities, snack time, quiet time, story time, and indoor/outdoor activity time. The week's focus is on identifying places in the classroom, school, and community as well as basic number concepts. Activities include identifying letters, counting and matching numbers, naming community helpers and places, and developing fine motor skills.
Bicultural Histories - British Isles Term 2 2014Ruth Lemon
Unit Two follows on from the Māori foundation laid in unit one by exploring the complex histories and contexts that lead to the wants/needs of the peoples in the British Isles to migrate to Aotearoa / New Zealand... This is a plan for section one of the unit.
1) The document outlines an English curriculum for 1st grade students from January 23rd to March 30th that focuses on social emotional learning, values, and citizenship.
2) The curriculum is divided into units that cover topics like greetings, numbers, personal information and classroom objects. Learning activities include songs, videos, flashcards, worksheets and roleplays.
3) The goals are for students to develop social skills like self-confidence, identify greetings and numbers up to 15, ask and answer personal questions, and use prior knowledge to participate in oral activities using new vocabulary.
This document provides information about Central Elementary School for the 2019-2020 school year. It includes the school motto, vision, and mission. It also lists the school's core values and announcements for the month of October, including upcoming events like parent-teacher conferences, fall pictures, and Red Ribbon Week. Additionally, it provides grade-specific updates and information for kindergarten through 5th grade, including what subjects students will be focusing on and ways families can help at home. Finally, it includes details about non-nutritional days, lunch/recess times, and drop off/pick up locations.
Similar to United States Country Studies Unit (20)
This document defines key vocabulary terms found in Shakespeare's play "The Tragedy of Romeo and Juliet" including drama, tragedy, soliloquy, aside, monologue, allusion, blank verse, prologue, dramatic irony, foil, static character, and dynamic character. It provides the definitions of these literary and dramatic terms to help readers understand elements within the classic Shakespearean play.
This rubric evaluates a student portfolio for an English assignment on Romeo and Juliet. The portfolio is scored out of 60 total points and assessed based on requirements, completion level, writing process, organization, and demonstrated knowledge. Requirements are worth 16 points and evaluate the inclusion of 7 required artifacts. Completion level is worth 8 points and evaluates how fully and timely the work is finished. Writing process is worth 16 points and evaluates the inclusion of brainstorming, rough drafts, and final drafts. Organization is worth 4 points and evaluates neatness and logical structure. Demonstrated knowledge is worth 16 points and evaluates the depth of understanding of the subject matter.
Japan is an island country located in Asia whose capital is Tokyo. With a population of over 127 million people, Japanese cuisine popularly features rice and fish while sumo wrestling is an enjoyed sport. The document then provides instructions for a school art project to create paper Japanese fans and lanterns by painting trees, adding cherry blossoms, and folding, cutting, gluing, and assembling paper into the shapes of the items.
Australia is located in Oceania. It has a population of around 23 million people and its currency is the Australian dollar. Some notable aspects of Australia include Sydney, the Sydney Opera House, Ayers Rock, the Great Barrier Reef, koala bears, kangaroos, and ancient cave paintings.
Columbus discovers America in 1492, and groups of English settlers establish colonies in the following centuries. Slavery becomes widespread by 1750, with 25% of the population enslaved. The American Revolutionary War begins in 1776 and ends in 1783, establishing the United States as an independent nation. However, tensions over slavery erupt into the Civil War from 1861-1865, which concludes with the Union's victory and the abolition of slavery. Key events and figures that follow include both World Wars, the Civil Rights Movement led by Martin Luther King Jr., and symbols of American ideals like the Statue of Liberty.
The document discusses various hobbies including decorating cakes, singing, collecting stamps and coins, painting, gardening, going to museums, dancing, reading books, playing football, cooking, watching TV and films, playing computer games, and learning new languages. It prompts the reader to fill in blanks about their own interests in decorating, things they are fond of, and activities they like in their free time.
2. Goal: Students will learn about the major components of American culture while also practicing and
honing their English proficiency.
Overall Map:
Date/Day Theme Focus Vocabulary Engagement
Activity
1—May 28 Introductions Vacation, break, classroom teacher, on-duty Favourites
Education student, exercise book, daybook, test, exam Flipbook
2—May 29 People/Family Adjectives: young, old, tall, short, big, little, happy, Family Tree
mad, sad, active, energetic, optimistic, pessimistic,
serious
Verbs: to be, to have
Professions: banker, teacher, dancer, cook, baker,
musician, businessman, doctor, nurse, athlete
3—May 30 American History Revolution, war, slavery, independence, freedom, Timeline
liberty, friendship, Civil War, Civil Rights
4—May 31 Places of Transportation: plane, taxi, metro, car, bus, airport, American
Interest/Travel train, station, ticket, bicycle, driver Symbols book
5—June 1 Weather and Weather: Cold, hot, rainy, snowy, cloudy, windy, Maps of
Landforms sunny USA/Ukraine
Landforms: Swamp, forest, plains, desert, beach,
mountain, lakes, river
6—June 5 Sports and Baseball, basketball, football and soccer, origami, 4-Corners Activity
Hobbies sewing, stamp collecting, video games
7—June 6 Holidays Verbs: decorate, paint, sing, gather, cook, make, Sentences/Art
give and receive projects
Focus: Halloween, Thanksgiving, Easter, Christmas,
Women’s Day, Victory Day
8—June 7 Community: Library, school, bank, shop, police station, fire Maps (“If I were
People and Places station, pizzeria, bakery, market, health club Queen”)
9—June 8 Controllna Robota Review all materials Gallery Walk
3. Day #1: Introductions and American Education
Time Activities Materials needed:
Hour #1: Salt dough
0—15 Students make a salt sculpture that represents them (1 part salt, 1 part
15—30 Students copy the Ukrainian tradition, filling in blanks water, 2 parts flour)
about themselves.
30—45 Model introduction
Students then translate and present an introduction in
English (in Ukrainian)
Hour #2: Brainstorm as many English words as possible for the Paper
following categories: food, colors, drink, seasons, animals
0—15 Markers
and school subjects.
15—30 Distribute materials for students to complete the “My Chalk, chalkboard
Favorites” flipbook.
30—45 Glue
Students finish and present the books to the class.
Hour #3: Education
0—15 Introduce education vocabulary. vocabulary
15—30 Practice with matching activity.
30—45 Discuss differences between American and Ukrainian
education; create chart on the board.
Hour #4:
0—15 Compare and contrast education in America and Ukraine.
15—30 What are the strengths of Ukrainian education? American?
30—45 Practice dialogues, introductions, and favorites.
Translating Introduction Making salt dough sculptures
4. Day #2: American People: Character and Attitudes, Diversity
Time Activities Materials needed:
Hour #1: Adjective words
Review: introductions, favorites, education vocabulary
0—15 Adjective flashcards
15—30 Present adjectives; conjugate ‘to be’ Model sentence
30—45 “He/She is _____.”
Practice adjectives using full sentences and flashcards
Hour #2: “Character or
Review adjectives (character or appearance sorting
0—15 Appearance?” game
activity)
15—30 Adjectives Profession words
http://www.slideshare.net/jacobina142/adjectives-
30—45 Profession flashcards
14449095
Brainstorm common jobs in Ukraine? In USA?
Introduce profession words.
Practice profession words using flashcards (in full
sentences).
http://www.slideshare.net/jacobina142/profession-
14684092
Hour #3: Profession and location
0—15 Review new words; conjugate ‘to have’ matching game
15—30 Distribute paper and instruct students how to create a Example family tree
family tree diagram.
30—45 Paper
Explain and present the example family tree.
Hour #4: Example summary: “I
0—15 Students complete their family trees using model. have a ______. He/she is
15—30 Presentations of family trees ___ years old. He/she is
30—45 Nationalities and diversity of population in the USA. a/an ______. He/she is
(Match the flags with their countries and nationalities) ___________.”
Nationality flashcards
Creating Family Trees
5. Day #3: American History
Time Activities Materials needed:
Hour #1: Previous days’
Review and recite introductions
0—15 vocabulary and
15—30 Review professions with matching game flashcards/games
30—45
Retell about families, friends, teachers, pets using
adjectives and verbs ‘to be’ and ‘to have’
Hour #2: Board Game: Let’s
Divide students into teams; use this time to play the board
0—15 Talk
game “Let’s Talk” during which students will review their
15—30 recent vocabulary, as well as other important English Game pieces
words and concepts.
30—45 Die
Hour #3: Distribute paper; have students copy model timeline and American History
new vocabulary from the board.
0—15 Presentation
Present PowerPoint entitled “American History, a brief
15—30 introduction.” Timeline model
American History
30—45 Paper
http://www.slideshare.net/jacobina142/american-
historya-brief-overview-14684032
Hour #4: Event cards
0—15 Collect completed timelines for portfolio; review by having Quotes
students put the events in order.
15—30
Distribute quotes to pairs of students; have them
30—45 translate.
Present quotes and their translations.
Let's Talk Board Game Reviewing vocabulary
6. Day #4: Transportation and Places of Interest in the USA
Time Activities Materials needed:
Hour #1: Russian language videos
Review vocabulary using matching game
0—15 on San Francisco, Los
15—30 Introduce transportation words; practice Angeles, and Florida
30—45 Transportation words
Watch 10—15 minutes of video about Los Angeles
Hour #2: Pamphlet
In pairs, have the students translate the pamphlet on
0—15 USA Map
the USA and places of interest
15—30 Locate the places of interest on the US map
30—45
Watch 10—15 minutes of video about Florida
Hour #3: PowerPoint
Presentation about places of interest in USA
0—15 presentation on places
Places of Interest in USA
15—30 http://www.slideshare.net/jacobina142/places-of- of interest
interest-in-the-usa-14684306
30—45 Cards
Using the cards, locate the places on the map
Watch 10—15 minutes of video on San Francisco
Hour #4: Paper
0—15 Distribute materials for foldable book; demonstrate Glue
assembly
15—30 Markers
Review “Symbols of America” (Day 3 Presentation)
30—45 Have students draw and translate symbols of America Day #3 Presentation
into their foldable books.
Students watch a video about Florida Transportation Vocabulary
7. Day #5: Nature and Weather Regions in the USA
Time Activities Materials needed:
Hour #1: Previous day’s
Review vocabulary and introductions
0—15 flashcards, maps,
Review transportation and symbols
15—30 Finish symbols flipbook presentations
30—45
Review US Map
Hour #2: Weather in Ukraine
Introduce weather vocabulary; have students practice first
0—15 PPT
on a map of Ukraine.
15—30 http://www.slideshare.net/jacobina142/weather-in- Weather vocabulary
ukraine
30—45 Papers with map
Presentation on weather in Ukraine.
Students write full sentences = “In _______(city), the outlines
weather is _________(weather word).”
Hour #3: Introduce landform vocabulary; have students practice on Landform
a map of the United States.
0—15 vocabulary
Review weather, now in the United States.
15—30 Students write full sentences = “In the _______(direction), Papers with map
30—45 there are ________ (landforms) and the weather is outlines
_________(weather word).”
Students respond—Where would you live? Why?
Hour #4: Places of interest
0—15 Finally, use the large US map to present places of interest. presentation PPT
Students will write sentences where they are located.
15—30 Places of interest
Students must finish all maps, with landforms and weather
30—45 sentences. cards for map.
Students will present their maps to the whole group.
Landforms and Weather Making maps
8. Day #6: Sports and Hobbies in America
Time Activities Materials needed:
Hour #1: Board game
Use the “Let’s Talk” board game to review all concepts
0—15
discussed to this point and refresh the students’ memories
15—30 from the weekend.
(Add weather, landform, and places of interest vocabulary)
30—45
Hour #2: Paper and markers
Students each receive a paper, fold into 4 boxes. Write
0—15 Sports Presentation
name in center.
15—30 In box #1, students write “Sports I Like” and in #2 “Sports I
don’t like”. Fill in during presentation.
30—45
Sports presentation; practice full sentences “I like ____,
but I don’t like_____.”
http://www.slideshare.net/jacobina142/sports-and-
leisure-activities
Hour #3: Paper
0—15 Students retrieve paper they folded into 4 boxes. Hobbies
In box #3, students write “Hobbies I Like” and in #4
15—30 Presentation
“Hobbies I don’t like”. Fill in during presentation.
30—45 Sports presentation; practice full sentences “I like ____,
but I don’t like_____.”
http://www.slideshare.net/jacobina142/hobbies-
14527937
Hour #4: Colored Paper
0—15 Application: begin by saying “My hobby is origami.”
Instruct the students on how to make a box and a bird.
15—30
Quiz them; have them make the box again without any
30—45 assistance.
Student Work: Origami
9. Day #7: American Celebrations and Holidays
Time Activities Materials needed:
Hour #1: Resources from
Review landform words; have students locate on US map.
0—15 the previous
15—30 Review weather words; have students locate on US map. days
30—45
Review sports and hobbies presentations; have students give
introductions.
Hour #2: Holiday
Introduce Holiday vocabulary—have students translate
0—15 vocabulary
15—30 Have students organize holidays into those celebrated by Americans,
Americans, Ukrainians, or both.
30—45 both,
Review dates when these holidays are celebrated (on/in)
Ukrainians…
Dates of
holidays
Hour #3: Introduce verbs (how do we celebrate); practice by having Celebration
0—15 students match and translate. words
15—30 Students must write 5 sentences for portfolio: “Who, how, for Paper for
30—45 what, in/on when.” For example: Ukrainians have parades for sentences
th
Victory Day on May 9 . Cards: Who,
how, what,
when
Hour #4: Cups (plastic)
0—15 Students write and then discuss: “My favorite holiday is Paper, markers,
15—30 _____________ because ____________.” scissors and
30—45 Students will make a traditional Thanksgiving children’s craft: glue
Candy Turkey (if time allows: origami Easter rabbit) Some candy
Writing comparison sentences
Holidays in Ukraine and in America
10. Day #8: American Community: Places, People, Food and Traditions
Time Activities Materials needed:
Hour Questions from
Review: All students will give their introductions; then, using the
#1: board game
questions from the board game “Let’s Talk,” students will be
0—15 called upon to answer questions and have discussion. Holiday
Review about holidays; organize into American and Ukrainian;
15—30 vocabularies
match celebration words; quiz—origami rabbit.
30—45 Paper for rabbits
Hour Community
What is community? Show “Community: Part 1 Places”
#2: presentation
presentation.
0—15 Display map for students; instruct them to create their own towns (part 1)
using the new focus vocabulary.
15—30 Paper and
Students must present their towns to the class—“My town has….”
30—45 http://www.slideshare.net/jacobina142/community-part-1places markers
Hour What is community? Show “Community: Part 2 People” Community
presentation.
#3: presentation
On small sheets of paper, write “Ukrainian Food,” “Ukrainian
0—15 Celebrities,” and “Ukrainian Cities.” Pass them in a circle and have (part 2)
students brainstorm; discuss.
15—30
Now do the same for American cities, food, singers and actors.
30—45 Discuss. Compare how much students know about American Paper and
culture.
http://www.slideshare.net/jacobina142/community-part-2- markers
people
Hour Teach students how to make an origami booklet. Paper and
http://www.activityvillage.co.uk/origami_booklet_instructions.pdf
#4: markers
Title the book “American Culture.” Students will write the
0—15 following sentences:
1. My favourite American actor is ______.
15—30
2. My favourite American actress is _________.
30—45 3. My favourite American food is ___________.
4. My favourite American city is ____________.
5. My favourite American singer (male) is ________.
6. My favourite American (female) is ________.
American Community and Culture Day
11. Day #9: Controllna Robota and Recognition Ceremony
Time Activities Materials needed:
Hour #1: Set up 8 stations and label them; use the previous day’s All of the previous
materials for a controllna robota gallery walk:
0—15 days’ materials
1. Education
15—30 2. Adjectives Station markers
3. Professions
30—45
4. Places of Interest
5. Weather and Landforms
6. Transportation
7. Holidays
8. Nationalities
Students will copy the preceding list on a sheet of paper
and receive a sticker for each station completed. When all
are completed, they have finished their tests!
Hour #2: Pre-prepared
Each student will take a question and answer it in a
0—15 questions
complete sentence. Repeat process until the period is
15—30 over.
30—45
Hour #3: Recognition
0—15 Distribute to each student his/her bookmark and certificates or
personally, individually, describe their unique
15—30 bookmarks
characteristics and thank them for their work.
30—45 Party supplies (juice,
cookies, candy)
Recognition and Appreciation Party
12. Student Portfolios
Student Portfolios contain:
1. “Favourites” flipbook—Day 1
2. Family Tree—Day 2
3. American History timeline and vocabulary—Day 3
4. American Symbols flipbook—Day 4
5. USA map of nature and landforms—Day 5
6. Sport and Hobbies 4-Corners activity
7. Origami projects—Day 6
8. Holidays in Ukraine and America sentences—Day 7
9. Easter Rabbit (origami)—Day 7
10. Community map—Day 8
11. “American Culture” booklet—Day 8
12. Controllna Robota Results—Day 9
13. Resources and Focus Vocabulary
Day 5: Weather and Landforms
Landforms
Weather
15. Resources for
America’s Places of Interest
Our English Library
Other Resource Examples
Professions Matching Review Game
Let's Talk Board Game
16. More Student Examples
Day 1: Self Sculptures
Day 6: Sports and Hobbies 4-Corners
Day 1: Favourites Flipbook
17. More Student Examples
Day 5: Maps and Places of Interest
Day 8 American Culture
Booklet
Thanksgiving
Turkeys
Day 8 Community Map
18. Controllna Robota
Day 9
Education Station
Holidays Station
Adjectives Station
Places of Interest Station
Weather and Landforms Station
Transportation Station