Vocabulary Squares Lesson- TEKS: Middle School: 2: A-E, 6: C, 8&9(inference only); High School 1: A-E
Student will define, illustrate, and give an opposite meaning to their vocabulary words
Lesson Plan for Art-Vegetables – Std. II by Marina Corda
A Std II language with ease lesson on Art-Vegetables. This is a fun lesson which introduces some common vegetables to the students.
Teacher will help the students to practice color recognition, decision making, and team work. The lesson plan can be modified as per your requirement.
Taught to a Std. II class at St. Dominic Savio High School, Mumbai, India.
* A special thanks to Rev. Fr. Crispino D’Souza, SDB for inspiring me.
Comments appreciated. Thanks for watching!
No copyright infringement intended! I All rights of the music, video clip & clip art are reserved to its respective owners.
Disclaimer: "Copyright Disclaimer Under Section 107 of the Copyright Act? 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favour of fair use."
This lesson plan is related to the power point presentation that i have uploaded before. So, it may help you in preparing a lesson of adjectives for grade two.
These are activities that I am working on implementing and becoming routines in my classroom. There are more here then I am currently using but they all have a time and a place they could be used. My ELD support person at my school gave me these activities as a resource.
Lesson Plan - Vocabulary and Comprehension - Book Studymrsmaxwell919
Based on the book Sneezy the Snowman, this is a lesson designed for students lower elementary (K-2). In particular, it is designed with English Language Learners in mind. The lesson is aligned to Common Core State Standards.
Lesson Plan for Art-Vegetables – Std. II by Marina Corda
A Std II language with ease lesson on Art-Vegetables. This is a fun lesson which introduces some common vegetables to the students.
Teacher will help the students to practice color recognition, decision making, and team work. The lesson plan can be modified as per your requirement.
Taught to a Std. II class at St. Dominic Savio High School, Mumbai, India.
* A special thanks to Rev. Fr. Crispino D’Souza, SDB for inspiring me.
Comments appreciated. Thanks for watching!
No copyright infringement intended! I All rights of the music, video clip & clip art are reserved to its respective owners.
Disclaimer: "Copyright Disclaimer Under Section 107 of the Copyright Act? 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favour of fair use."
This lesson plan is related to the power point presentation that i have uploaded before. So, it may help you in preparing a lesson of adjectives for grade two.
These are activities that I am working on implementing and becoming routines in my classroom. There are more here then I am currently using but they all have a time and a place they could be used. My ELD support person at my school gave me these activities as a resource.
Lesson Plan - Vocabulary and Comprehension - Book Studymrsmaxwell919
Based on the book Sneezy the Snowman, this is a lesson designed for students lower elementary (K-2). In particular, it is designed with English Language Learners in mind. The lesson is aligned to Common Core State Standards.
GCU College of EducationLESSON PLAN TEMPLATESight Words Guid.docxlianaalbee2qly
GCU College of Education
LESSON PLAN TEMPLATE
Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2018
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
There are 21 students total with 3 students with IEPs. The three students with IEPs have the support of the inclusion model. The special education teacher co-teaches during the 55-minute ELA block in the general education classroom.
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment, and Technology:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit someone’s house?
· Do a book walk and identify the H sound in hat//has. Also look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening on in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This may occur on the next day.) If you c.
GCU College of EducationLESSON PLAN TEMPLATEKindergarten SiMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Kindergarten: Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2020
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Technology:
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next, we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit someone’s house?
· Do a book walk and identify the H sound in hat//has. Also, look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This may occur on the next day.) If you could do anything you wanted, what would you do?
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL): Repetition of words and letter sounds. Allow for pointing o ...
Lesson Plan PhonicsTeacher Candidate Course .docxsmile790243
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish t ...
Assignment Balanced Literacy Lesson Plan Instruction Use th.docxrock73
Assignment: Balanced Literacy Lesson Plan
Instruction
Use the instructional plan template to create your lesson design you choose. Answer the highlight questions ask to help with your instructional plan. Make sure to include state standards in the lesson plan. Below is a copy of lesson plan you need put into instructional plan template.
Copy of Lesson Plan to design.
Lesson Plan Grade 1
Topic/Theme: I See the Tree – Vowel Team /ee/
In this lesson, students will identify the vowel team /ee/ through classroom connections, media connections, and real world connections. The students will develop a class-made /ee/ tree in which the students will increase their vocabulary with a variety of /ee/ words.
Subject(s): English Language Arts
Grade Level(s): 1
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Internet Connection, Microsoft Office
Instructional Time: 1 Hour(s) 30 Minute(s)
Keywords: team vowels, /ee/, ee, tree, phonics
Instructional Component Type(s): Lesson Plan, Worksheet, Video/Audio/Animation, Formative Assessment
Instructional Design Framework(s): Direct Instruction, Demonstration, Writing to Learn, Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development Initiative
· Florida State Standard
· LAFS.1.RF.3.3 :Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
e. Decode two-syllable words following basic patterns by breaking the words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
· LAFS.1.SL.1.1 :Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
LAFS.1.SL.1.1c : Ask questions to clear up any confusion about the topics and texts under discussion.
LAFS.1.SL.1.1a : Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
LAFS.1.SL.1.1b : Build on others’ talk in conversations by responding to the comments of others through multiple exchanges
LESSON CONTENT
· Learning Objectives: What should students know and be able to do as a result of this lesson?
• The students will know and apply grade-level phonics and word analysis skills in decoding words with the /ee/ vowel team.
• The students will, with guidance and suppo ...
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. Date: September 21, 2009
Grade Level(s): 2nd-10th Grade
Subject(s): Language Arts/Vocabulary
Objective: TEKS: Middle School: 2: A-E, 6: C, 8&9(inference only); High School 1: A-E
Student will define, illustrate, and give an opposite meaning to their vocabulary words
Pre-assessment/Warm up (optional): As your greeting the students at the door ask them a question
about different vocabulary words being used in the lesson. Have them write down the word in
their journal and write about it.
Materials:
• Student’s journal
• Words posted on the board
• a large piece of paper
Procedure: Initiation: The first time you do this lesson it will take 30 to 45 minute time period. If
students have experience with is type of activity it will only take 10 minutes. You will need to
teach students how to draw the squares in their journal. The reason you give each student a
word the door is so that they can each have a different word to draw for your word wall in and
out of the classroom. (If you have all your classes do this activity you will have choices on
what you put on your wall)
If you have a student who know this process and demonstrates it well in one class invite them
to demonstrate to other classes.
Step1: Introduce vocabulary squares- Show them what it looks like completed, then get a blank piece
of paper and fold it in four, for those who understand hamburger fold and hotdog fold those are
the folds
Step 2: Fill in the vocabulary word and each squares heading
Step 3: Fir the first time working with the students do the first three words together as a class. Have
one student completes each square.
Step 4: Have the students complete the remainder of the words in class the first time in later class
times use this as homework assignments, extra credit assignments, sponge activities for those
Sub days/Mondays that you did not count on.
Go around the room and repeat the process with each child. Make sure that if the children
cannot draw or think of something that they can get help from another student (as long as they
are talking on topic).
Evaluation:
General Education students’ vocabulary squares need to be written in complete sentences pictures
do not need to be neat but when you ask the student to explain the picture they must have support for
the picture (I don’t know is not acceptable)
Special Education follow guidelines of IEP however if they choose to draw a picture follow same
guidelines as general education
504 students follow accommodation given by committee same rules apply if they draw a picture.
Extension:
On the back of the vocabulary squares have students discuss what the importance of the word is to
the story/literature/author. Have them make inferences, connections to self, text, and world. This can
be used for MS, AP classes, or HS classes.
