Week 2
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This document provides talking points for a mentor and mentee meeting between August 29th and September 2nd. The first point discusses progress on implementing classroom norms including entrance activities, objectives, agendas, vocabulary instruction, prior learning connections, modeling, collaboration, checks for understanding, and closure activities. The second point invites the mentee to observe the mentor's classroom and lesson plans to see examples of these strategies. The third point asks the mentor and mentee to discuss what is going well and any insights from the previous week.
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Initial post: The initial response to the discussion questions must be 250â350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
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Classroom and
student factors:
National / State
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Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
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College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
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Equipment and
Technology:
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Prior knowledge
connection:
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2012 summer boston
1. The document outlines the agenda and goals of a workshop on designing effective Chinese language lessons.
2. It discusses the stages of an effective lesson plan, including setting objectives, presenting material, guided practice, assessment, and reflection.
3. Examples are provided of well-written lesson objectives and procedures that incorporate various activities and assessments.
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âĸYour initial response should be at least 250 words
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1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions must be 250â350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
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Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
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Identify the process and how you will measure the prog-
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Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided Practice):
List ALL m ...
Classroom observation tasks1
The document discusses classroom observation tasks for language teachers. It provides procedures for observing different aspects of teaching, including presenting, eliciting, giving instructions, managing errors, classroom management, teaching roles, timing, use of materials and resources, and task design. The purpose is to help teachers reflect on and improve their instructional practices. Key areas covered include teacher-student interactions, use of the board, incorporating learners as resources, and designing meaningful learning tasks.
PresentaciÃŗn activity 2.1 ENGLISH TEACHING METHODOLOGY
Help students
with
difficulties
LESSON PLAN
10 Ė Writing Write a
paragraph
about your
school
T: Students have
difficulties to
organize ideas
S: Lack of
vocabulary
T: Guide students
to organize ideas
and provide
vocabulary
S: Write a
paragraph about
their school
including location,
facilities, subjects,
etc.
Teacher
and
students
Notebook,
dictionary
5 Ė Evaluation - Check
students'
understanding
- Ask students
about their
learning
- Correct
homework
- Remind
homework
Teacher
and
students
Notebook
Motivation
The document discusses various aspects of lesson planning and student motivation. It defines motivation and explores goal orientation and how goals can improve performance. It then examines goal setting, planning, and strategies for motivating students such as behavior tracking charts and challenge activities. The document also provides examples of lesson planning models including the 3Ps, 3-stage, 5E, ITB, and ESA models and recommends including objectives, methodology, presentation, practice, and production stages.
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The document discusses establishing an inclusive learning environment in the classroom. It covers establishing rules and routines to create order and maximize learning time. Rules should be clear, consistent, and developed with student input. Routines provide procedures for daily tasks. The document also stresses the importance of building rapport between teachers and students to foster engagement and care. Teachers are advised to greet students warmly, get to know them, and maintain open communication.
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This document discusses the importance of lesson planning for teachers and learners. It notes that lesson planning helps teachers stay organized and prepared, while showing learners that the teacher cares about their learning. The document also emphasizes including variety, coherence, challenge, and flexibility in lesson planning. When designing a lesson plan, teachers should consider objectives, prior knowledge, materials, tasks, timing, and interaction modes. Key components of an effective lesson plan include objectives, procedures, and aids used.
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