...Brief Lesson Plan in English In: English and Literature Brief Lesson Plan in English Brief Lesson Plan in English V (Using 2C2IA Approach) I. Level: Grade 1 II. Objectives a. Identify the new words through its meanings b. Answer wh questions from the story listened to. c. Use the comparative and superlative degrees of objectives. d. Write examples of comparative and superlative degrees of adjectives. e. Sustain interest in giving examples of the degrees of adjectives. f. Respond to the story through the following activities: Group 1: Acting out the ways does Mariang Makiling in showing her kindness to the hunters. Group 2: Tell the revenge of Mariang Makiling. Group 3: Describe Mariang Makiling. g. Get information from the three parts of a paragraph. III. Topic: Using the comparative degrees of objectives. References: English Expressways 5, Language, Evelyn Angeles et.al, pp. 184-199 English 5, Alexes Anne F. Cruz, pp. 184-197 IV. Skill: Listening V. Materials: Flashcards, pictures, laptop, projector VI. Procedure: Pre 1. Present a puzzle and the students are going to arrange the puzzle to form picture. 2. Ask the students on “What did you see in this picture that you have formed?” 3. Ask the students on “What if you have a chance to meet a fairy, what is the thing that you would wish for?” 4. Ask the students if they know the story of Mariang Makiling. 5. Start reading the story. Post Reading The teacher...
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...FACULTAD DE BELLAS ARTES Y HUMANIDADES LICENCIATURA EN LENGUA INGLESA MICRO TEACHING LESSON PLAN COURSE English Conversation II TEACHER/FACILITATOR Luis Carlos Lasso Montenegro AIM OF THE LESSON The goal of the lesson is aimed to develop oral skills by getting students practicing functional language in a real communicative situation. CLASS DESCRIPTION Intermediate English Learners Language Proficiency Level: B1 DATE May 21st 2014 LESSON TOPIC Experiencing Setbacks SPEAKING ACTIVITY Dialogues SKILL DEVELOPMENT AT THE Macro skill of oral communication: Accomplish appropriate DISCOURSE LEVEL communicative functions according to situations, participants and goals. LEARNING RESOURCES - Video Clip: “A date with Sarah” - Power Point Presentation: Modal Verbs “MENTEFACTO” - Printed material: task sheet. - Web 2.0 tools: Dvolver Movie Maker ESTIMATED TIME OF LESSON 30 minutes PROCESS FOR TASKS TEACHING & LEARNING PROCEDURES LEARNERS - The teacher poses a topic-based question: Have you ever experienced a setback? And makes sure learners understand the concept of setback. - Students read a brief paragraph about two friends who are going RECEIVING INPUT to the movies. THROUGH - Teacher encourages students to watch a two-scene situational OBSERVATION video clip: “A date with Sarah” and have the opportunity to get input through observation. - The teacher checks learners’ comprehension by asking them questions about the video clip. COMPREHENSION TASK (Pre-task) LANGUAGE FOCUS TASK (Analysis...
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...Liberty University’s Standard Lesson Plan Form |Lesson Plan: Hands on Mathematic | |Name: Charity Burns |Course: EDUC 360 | |LESSON PREPARATION [Before the lesson] | |Topic: Shapes and colors poster/ addition and subtraction |Specific Strategy: Introduction to the definition of taste, | | |the sensory descriptors, and the body part that helps us | | |taste things. | |Subject: math |Grade: 1st grade | |State Standard: | |1.A.1.1 Model addition and subtraction situations using the concepts of "part-whole," "adding to," "taking away from," "comparing," and | |"missing addend." | |Addition with...
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...|Form 2 Assessment front sheet and feedback record | L3 Award in Education and Training Unit no: 302/L3 Learner name: Holly Dempsey Enrolment no: _______________________________________ Date issued: 18/4/16 Date submitted: 23/5/16 I confirm that the evidence for this unit is authentic and a true representation of my own work Learner signature: _______________________________________ Date: _______________________________________ Feedback: (continue on a separate sheet if necessary, see overleaf) | | |Task A Part 1: (PASS 25/5/16) | | | |Your work provides sound evidence of your understanding of what it means to be an inclusive teacher – and through well chosen | |quotes and relevant applied examples you have summarised how to create and maintain an inclusive learning environment. | | | |Initial assessment, personalised learning and supporting learning needs all considered. ...
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...My unit plan involves interdisciplinary instruction in Social Studies and English. The topic of the unit is the Holocaust. Students will be examining primary sources and novels that details the events of the Holocaust. My community resource would be The Holocaust and Human Rights Education center. I would work with my team to organize an assembly for the English and Social Studies classes. The assembly would include various speakers from the The Holocaust and Human Rights Education center. I would also try to get a survivor to come and speak at the assembly as well. I would prepare lessons, activities, and materials for before, during, and after the assembly. Before: 1st Activity- Students would be introduced to the topic with a PowerPoint...
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...Lesson Plan Modifications for English Language Learners Melaney Winkleblack LL240: Linguistically & Culturally Diverse Learners (ACU1240A) Instructor Shannon Gevero November 5, 2012 Lesson Plan Modifications for English Language Learners In schools today there are many different cultures that are present within each classroom and some of those cultures have different values and speak a different language than the majority of the other students within the classroom, so to accommodate those students (ELLs) teachers incorporate different strategies within their lessons and classrooms to ensure that every child is receiving a high standard of education; which will help them to become better prepared for the new world that they are being exposed to. This paper will examine a lesson plan that can be used to help English language learners in their literacy development; addressing the content area of reading and using this lesson plan to further progress a second grade class into becoming proficient. Along with examining the lesson plan, this paper will also identify three strategies, list-group-label, key vocabulary, and prereading text, that are used within it and identify three new strategies that can be used to modify the lesson to allow for comprehensible input and identify ways to scaffold lessons to help improve a student’s comprehension. English language learners are becoming more and more common within our schools and addressing their educational needs is...
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...2nd grade English performance Standard This standard sets the foundation for the educator to follow throughout the school year. The standard is only six pages long, but is very detailed and clear in its approach towards education. The document starts out by detailing the learning objectives for the students. It puts forward emphasis on reviewing material learned from previous school year. The document highlights key components for the educator to focus on such as; vocabulary, phonics, and comprehension. The document gives brief description on what to focus on in each category along with suggestions on how the assess the students’ progress in each category. Feedback is a very important tool to bring the students along. The document reads easy and leaves flexibility for the teacher implement his/her own style. 8th Grade Science Performance Standard This standard is much more detailed in terms of what is expected from the teacher and student. Even though it is only seven pages, it is compact and concise. The progression of the learning goals is very evident. The document starts by giving general suggestions on how to approach teaching science in order to bringing all students on the same page. Towards the end of the document it is much more emphasis on the student transitioning out of middle school into high School. According to this document the student should be expected to read to learn, putting emphasis on comprehending the text, working independently and...
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...Brief Lesson Plan English 2 March 10, 2015 I. Objectives: At the end of 45 minutes, students will be able to: 1. Work as a group and define an elegy 2. Communicate well with the group mates and write an elegy and share it to the class 3. Site what emotions are conjured by the poem II. Subject Matter World Literature, Glencoe McGraw Hill, page 474 III. Instructional Materials Handouts/ Copies of the poem “An Elegy for a Woman of no Importance” IV. Procedures: Teaching Strategies A. Routinary Matters 1. Prayer 2. Attendance 3. Reminders B. Review Recapitulate their learning from the previous lesson. C. Motivation Copies of the poem will be distributed and the class and will be divided into two (2) groups. One will be the Geniuses and the other will be the group Thinkers. Thinkers will be the group to ask questions regarding the meanings of unfamiliar words they find in the poem while the Geniuses will respond to their questions. D. Presentation After the activity, the teacher will ask students to think of the intention of the poet in writing such kind of poetry. Two (2) representatives of each group will explain this in front. E. Explanation Representatives are expected to point out the emotions conveyed by the author in the poem. By this manner, they have already generalized through proper communication that the poem expresses sorrow because of a loss. F. Generalization Ask students to summarize their learning from...
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...I have used such an app before and it works quite well. If this type of technology is not available, the ELL student could also be given a print out with the words and definitions in their native language, along with a brief explanation in their native language of why they are doing this. Vocabulary quizzes are an easy grade and very easy to study for, for many students. I personally believe in having such quizzes and the use of vocabulary words in the learning of a subject so though this lesson as a review the goal is for students to physically see they need to study when they fail a question as they would need to get up and find another definition or seek out help via a friend or notes. At the beginning of the game no students will be allowed to notes (unless allowed via accommodations) though near the end of class if students look to be struggling they will be allowed to use technology or notes to find their definitions to the...
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...Educating the Exceptional Learner SPE-226 Amy Grose December 8, 2012 IEP Lesson Plan Targeted Student: 4th grader 9 years old - Does not do well verbally, therefore cannot grasp the understanding of things in a normal classroom setting. He can follow instructions upon the understanding of the task on hand. His weakness is verbal and all academic subject areas. Student preferred modalities of learning is hands on with little verbalization. Learning Objective: To understand and try to pursue student to use more verbal communication for problem solving. Lesson Title: Problem solving in Arithmetic and Numbers Estimated time to complete: 1 month Lesson objectives: Understanding numbers, and problem solving Concept(s) learned in this lesson: Using calculators, practicing budgeting and learning about types of jobs that require problem solving. |Components |Brief description of lesson |Student grouping (individual, |Materials/Technology | | |activities |paired, small group, whole class, | | | | |etc.) | | |Engagement |Counting, sorting, and collate the |Individual grouping |Stack of papers | |...
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...Al Vernacchio is a Sexuality Educator and English Teacher at Friends’ Central School in Wynnewood, Pennsylvania. He has been in the teaching and consulting realm for more than two decades and beyond his role of teaching has developed seminar courses that span from the Holocaust to queer lifestyles. He is a member of many associations as well that broaden his experience in education, psychology, and sexuality. He is most noted for his book chapters and lesson plans on sexuality issues. This includes his article “Teaching Good Sex,” which was the cover story for the New York Times Magazine just last year as well as having the honor to be invited to speak at the TED2012 conference (www.psychologytoday.com) On top of these impressive accomplishments he has also dedicated a lot of time volunteering at a large AIDS-service organization, ActionAIDS. His article in the New York Times mentioned above is very extensive and delves into his Sexuality and Society class that he teaches to seniors and gives a background on sexuality education in America and what it looks like in his classroom. The article starts off with the baseball analogy to sex and continues to look at the different terms with a broad range of connotations. It then points out the uniqueness of the offering of Vernacchio’s course in the Quaker school and the history of sex education in schools and how it slowly went from abstinence-only to comprehensive sex education and is slowly evolving into a more open topic with...
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...information. The need of westerner listener is fulfill information including positive and negative aspects so that they could plan to work effectively, but unfortunately, Listener was lack of information because the speaker tried to save his face by ignoring the quality of information. The second is the prevalence of Face attendance over appropriate information quantity.The habit of Vietnamese in communication is that they try to give lot of detail information about the issues, ideas, sometimes it’s over listener’s need. Especially, westerners prefer to brief information that is enough to fulfill their questions. My experience when having a conversation with my American teacher in a hangout at coffee shop.He asked me about the difficulties in learning English, then I spent a lot of time talk about my background, my...
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...ENGLISH SKILLS 1 English Year 1 IMPROVEMENT PLAN 2013-2014 Improvement Plan | | Assignment: Hand in an improvement plan, based on how you are going to improve your English. Include all parts (1, 2, 3, 4) in your report. Make sure it is clearly written. Hand-in via Ephorus. PART 1: THE LEARNER Introduction- Personal Background and Expectations (200 words) 1. Individually make notes on how you have been learning languages (all Modern Foreign Languages). What is your personal background in language exposure and study? What have been successful techniques of learning for you? (Think for example about how you were taught French, Spanish or German; each tutor will have had a different teaching method. Which was the most effective or pleasant for you) What do you like to focus on when studying English? What don’t you like to work on when studying English? 2. Write a brief outline of your expectations of this course – what you expect to learn, what you expect your role to be, what learning aims you will set yourself, how you can apply lesson content to your self-study as a language student and as a prospective language teacher. PART 2: SELF - REFLECTION Self-Reflection (150 words) Looking at the results of the DIAGNOSTIC test we did in week 1 decide which skill(s) you should practice most/give priority to. What are your strengths and weaknesses when it comes to (learning) English? PART 3: THE PLAN Plan for maintaining/improving proficiency...
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...Resource Center Introduction: The British American Resource Center is TRULY a resourceful place for learner of all ages who want to learn and share. British American Resource Center (BARC) is a leading provider of world-class English language courses in Bangladesh. We take great pride in confirming that our students have the opportunities and tools to succeed and our teachers offer reliably high standards of teaching. Part of the BARC experience is making new international friends. Types of Business: This business actually the coaching center especially (IELTS, Types of Industry: British American Resource Center (BARC) is the education service industry. Executive Summary: BARC handles spoken English training across a spectrum of institutions ranging from schools and colleges to businesses, companies and associations. Each section requires a different style and a different content. The division is skillfully supported by a strong resource team that verbalizes the content, selects the trainer and provides them to deliver their brief in a concise and acceptable manner. We boost personality and leadership while perfecting the communicative skills of participants. We can help school teachers by training their faculty to empower the children to use English as an effective communicative tool. We equip students with the power of confidence and language so that they are employable and ready for prolific careers. For these we use demanding assessment procedures before, during and...
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...SIOP Lesson Plans: Seeing The Trees for The Forest Kimberly Kidd, Kristen Martin, Mandi Moody, Cara Goff ESL 434 8/24/2012 Amy McDonnel Kimberly Kidd, Kristen Prater Mandi Moody, Cara Goff ESL 434 8/24/2012 Amy McDonnel CLC Lesson Rationale These lesson plans enhance student achievement by presenting the content in several ways, giving the students tools to help their language use, using content that is relevant to the student’s life, encouraging group participation, and using an assessment that not only measures their understanding of the topic, but also meets both the both 6th grade content area standards, and English Language Learner (ELL) standards. By implementing these lesson plans in a unit format, the students are ensured to receive quality instruction under the following standards: Determining the central ideas or information of a primary or secondary source, and providing an accurate summary; writing narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences; Understanding the influences of individuals and groups from various cultures on various historical and contemporary societies; understanding the impact of interactions between people and the physical environment on the development and conditions of places and regions; summarizing numerical data sets in relation to their context; identifying the mean, median, range and mode; Throughout the writing...
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