...Overview of the Project – Part -1 Name of the Project: Illustrative journal and creative writing using Poem as a medium Project Objectives: When students complete this project, they will be able to… * Use prior knowledge to comprehend * Identify factual details from the text * Analyze poems using various comprehension strategies * Use creative writing tools to draft their class poem * Explore and evaluate the different railway systems across the world * Use technology to research about new topics and enhance learning * Use connections from real life to add and subtract numbers * Appreciate rhythm in poems by exploring the nuances of the same * Co-create tune for the class poem * Interview and learn from peers, family, relatives and community members * Design an independent project and co-create the same based on interviews, readings and research. Integration of Other Functional/Academic Skills: Problem Solving, Critical thinking/ Analysis are required throughout all the lessons. Each one of these fundamental academic skills can be integrated with the other to produce a project-based outcome. With respect to integration of subjects, it would be Mathematics, History and Geography along with Reading fluency, Comprehension, Speaking and listening, and Writing. There will be use of technology, music and dance throughout the project. Estimated time and brief outline of the project: The estimated time of the project would be around...
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...Army / Infantry History 071N5090 / Version 1.20 08 Jun 2011 SECTION I. ADMINISTRATIVE DATA All Courses Including This Lesson| Course Number Version Course Title 010-11C30-C45 2.10 INDIRECT FIRE INFANTRYMAN ADV LDR| Task(s)Taught(*) or Supported|Task Number Task Title| Reinforced Task(s)| Task Number Task Title| Academic Hours|The academic hours required to teach this lesson are as follows: Resident Hours/Methods 2 hrs / Case Study 20 mins / Conference / Discussion Test 0 hrs Test Review 0 hrs Total Hours: 2 hrs 20 mins| Test Lesson Number| Hours Lesson No. Testing (to include test review) N/A | Prerequisite Lesson(s)| Lesson Number Lesson TitleNone| Clearance Access|Security Level: UnclassifiedRequirements: There are no clearance or access requirements for the lesson.| Foreign Disclosure Restrictions|FD6. This product/publication has been reviewed by the product developers in coordination with the USAIS foreign disclosure authority. This product is releasable to students from foreign countries on a case-by-case basis.| References|Number|Title|Date|Additional Information| ||||| Student Study Assignments|None| Instructor Requirements|None| Additional Support|Name|Stu Ratio|Qty|Man Hours| Personnel Requirements|Historian (Civilian)||1| 2 hrs | |Senior Small Group Instructor (Enlisted)||1| 2 hrs | ||||| Equipment Required|IdName|Stu Ratio|Instr Ratio|Spt|Qty|Exp| ...
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...Inquiry Based-Lesson Plan Getting to Know Your History Author: Lyla Jenings Subject and Grade Level: Social Studies for 3rd grade Time Required: 2 weeks for 2 hours daily Materials and resources needed: Internet Access, Social Studies Book, Library, computers, maps Lesson Overview: This lesson will help students to learn about where they live. There focal point will be set on attractions in their areas such as neighbors, restaurants, amusement parks, gas stations, malls, schools and churches. This lesson will enable them to have a clear understanding of what their environment consist of which will offer them a better view of their history and geographical life. Goal of the Lesson: To understand the history of their neighborhood or district Objectives: After completing this lesson, students will be able to appreciate the lifestyle they possess. They will also be able to understand how the population of people lives such as low, middle and upper class families. They will be able to distinguish this by observing their surroundings when they are out with their parents or other family members. Students will be able to forecast how and where they want to live when they grow up. Students will be able to think ahead and decide on what type of career they want in order to have the things that surround them for example: a nice car, a big house and nice neighborhood. With this lesson, it will enable them to understand the importance of environmental living. Investigative...
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...SYLLABUS- ENGLISH FOR GROUP ‘X’ & 'Y'TRADES I. Comprehension A small passage followed by questions. 1. To judge comprehension 2. Drawing of inferences 3. Use of vocabulary II Composition 1. Agreement of subject with verb 2. Patterns of verb and their use. 3. Sequence of tenses. 4. Transformation of sentences-Compound, Complex, Simple, Negative, Affirmative. III Grammar 1. Spellings 2. Word formation 3. Antonyms and synonyms 4. One word substitution 5. Correct usage of articles 6. Correct usage of prepositions 7. Correct usage of adjectives-degrees of comparison 8. Correct of conjunctions 9. Correct usage of Nouns and Pronouns 10. Correct usage of numbers (Singular-Plural) 11. Word order 12. Correct usage of Adverbs IV. Idioms and Phrases 1. Use of simple idioms 2. Use of Common proverbs V. Direct/Indirect sentences; Narration change 1. Change of various types of sentences from direct to indirect form and vice-versa. VI. Active and Passive Voices 1. Change of all types of sentences from active to passive form and vice-versa. MODEL QUESTIONS -ENGLISH GROUP 'X'(TECHNICAL) & GROUP 'Y'TRADES Select the correct verb Q1.Besides his parents, he _________(was, were)also present at the function. Ans :was Identify the correct preposition Q2.The thunder was accompanied ______a heavy rain. (A)from (B)by (C)up (D)through Ans :B Choose the misspelt word. Q3. (A) disparity (B)illusion (C)inevitable (D)middle Ans :A Fill in the blank with correct article. Q4._____things of beauty is...
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...and Advice * ------------------------------------------------- Preschool Crafts and Activities * ------------------------------------------------- Preschool Lesson Plans and Theme * ------------------------------------------------- Preschool Teaching Strategies * ------------------------------------------------- Toddler Activities and Ideas * Elementary School * ------------------------------------------------- Grade School Activities * ------------------------------------------------- Lesson Plans for Pre-K and K * ------------------------------------------------- Lesson Plans: Grades 1 - 2 * ------------------------------------------------- Lesson Plans: Grades 3 - 5 * ------------------------------------------------- Parenting Grade Schoolers * ------------------------------------------------- Teaching Younger Students * Middle School * ------------------------------------------------- English Lessons: Grades 6-8 * ------------------------------------------------- History Lessons: Grades 6-8 * ------------------------------------------------- Math Lessons: Grades 6-8 * ------------------------------------------------- Parenting Preteens and Tweens * ------------------------------------------------- Science Lessons: Grades 6-8 *...
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...provide the student with essential data from which to change their health and wellness behaviors. Course Outcomes This assignment enables the student to meet the following course outcomes: CO #1 Assess whether nutritional intake provides basic nutrients for optimal health and wellness. (PO #1, PO #2) CO #2 Describe nutritional needs for optimal health and wellness throughout the life span. (PO #1, PO #2) CO #3 Discuss the psychological, sociological, economical, and cultural implications of food on nutritional status. (PO #1, PO #2) CO #4 Describe evidence-based interventions and modifications in nutrition therapy that can positively influence the outcome of disease and illness. (PO #1, PO #8) Due Date Refer to Course Calendar for campus requirements. Online will submit by Sunday, Unit 7 11:59 pm MT. Total Points Possible: 100 Requirements 1. Create a concept map document based on the food and activity journal throughout the course using www.chooseMyPlate.gov. The discussion questions in units 1, 3, 5, & 7 will provide you with questions on what aspect of diet to focus on. You are not being graded on your personal habits; you are being graded on your understanding how good personal choices lead to optimal health benefits. 2. In the “Assignment” page of Unit 1, locate the document that is listed as “Concept map.” Use this document to develop a complete concept map and discussion based on your overall diet from your personal diet journal. 3. You...
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...first lesson before moving on)EEI * Designed to help an existing lesson plan * Current knowledge and research based | | | | | | Amelia WhiteEDU-230 | | | | Advantages and Disadvantages of SIOP and EEI Lesson Plans | Helping students find their balance! | | | | | Define SIOP! * Sheltered * Instructional * Observation * ProtocolSIOP is an instructional model that teaches in English only. SIOP is not additional or replacement instructional but a complete curriculum for non-native speakers in a content area. The instructional form is meant to extent the time ELLs students receive in language support for academic content area that is required to graduate. | | | | Define EEI! * Education * Environment * InitiativeThis is an environment-based curriculum. This curriculum features 85 individual units. Each unit is aligned to up to 100 selected Science and History-Social Science content standards. This vision encourages an active and hands on experiments. This positively impacts the leaders of tomorrow and their families, schools, and communities. | | | | | | SIOP Key Points * Concrete the structure * Useful for teachers through peer review/self-reflectionEEI Key Points * Teaches Science, History and Social Science standards to mastery * Supports English Language standards | | | | | | Amelia White January 23, 2014 EDU-230 Professor Jeff Martin Multicultural Lesson Plan Analysis 1. Are...
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...Introduction Creating an effective scheme of work, less than a term into a teaching career, was certainly daunting. Given the complexities of planning for a single lesson – taking into account a long and growing list of factors ‘from provision to pupils with SEN’ to the ‘literacy objective’ that considerably lengthen every written plan – the hurdles to overcome when planning for an 8-week scheme would surely but multiply. While the freedom at my fingertips was invigorating, there was the gnawing sense that failure to grasp the key issues involved would lead to the teacher’s greatest fear – wasted lessons; wasted lessons after which the class would struggle to maintain a respect for the teacher. Furthermore, it would be the waste of an outstanding opportunity. As commentators to the publication Teaching History have repeatedly stressed, the new History National Curriculum for Key Stage 3 offers teachers a ‘glorious flexibility’ to throw out the straight-jacket of centralised requirements beholden to political overlords (Dawson 2008, 18). Instead, led by a relit passion for their discipline, teachers are able to respond to the very specific needs of their school and construct personalised routes towards a variety of objectives. For some commentators, the National Curriculum Key Concepts and their accompanying levels represent the vestiges of an ancien regime of central control that prevent true pupil ownership developing (see Knight 2008). However, a determination to facilitate...
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...VERIFICATION OF MILITARY EXPERIENCE AND TRAINING VERIFICATION OF MILITARY EXPERIENCE AND TRAINING | | | | 1. LAST NAME - FIRST NAME - MIDDLE NAMEAPPEL LUKE EDWARD | 2. PAY GRADEE-4 | 3. YEAR(S) IN SERVICE3 | 4. MILITARY SERVICE AND COMPONENTMARINE CORPS, ACTIVE | 5. DATE OF INFORMATION2011 JAN 01 | 6. EXPERIENCE AND TRAINING HISTORY (In reverse chronological order) AND RELATED INFORMATION | EXPERIENCE HISTORY: | | OCCUPATION: 0811, Field Artillery Cannoneer PRIMARY OCCUPATION: MARINE CORPS, ACTIVE: CORPORAL, Pay Grade E-4 OCT 2010 - JAN 2011 (3 Months) MARINE CORPS, ACTIVE: LANCE CORPORAL, Pay Grade E-3 AUG 2008 - OCT 2010 (2 Years 2 Months) MARINE CORPS, ACTIVE: PRIVATE FIRST CLASS, Pay Grade E-2 DEC 2007 - AUG 2008 (8 Months) DUTY OCCUPATION: MARINE CORPS, ACTIVE: CORPORAL, Pay Grade E-4 OCT 2010 - JAN 2011 (3 Months) MARINE CORPS, ACTIVE: LANCE CORPORAL, Pay Grade E-3 AUG 2008 - OCT 2010 (2 Years 2 Months) MARINE CORPS, ACTIVE: PRIVATE FIRST CLASS, Pay Grade E-2 DEC 2007 - AUG 2008 (8 Months) OCCUPATION DESCRIPTION FROM SERVICE FILE FOR: 0811 (Description dates SEP 1975 - JAN 2011) As a member of a field artillery howitzer battery, cannoneers prepare artillery pieces and equipment for movement, combat, and firing. They inspect and prepare ammunition for firing, and perform the various jobs incident to firing such as, laying for elevation and deflection, loading the piece, and handling ammunition. Field artillery cannoneers...
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...[pic] Direct Instruction Lesson Plan – November 10, 2010 |Lesson Planning Information | |Teacher Candidate Name: Brenda Baker-Mitchell |Date: Nov 10, 2010 | |Mentor Teacher Name: | |JIU Professor Name: Dr. Alana James |JIU Course Name and Session: EDU 500 | |Grade: 9-12 | |Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Social Studies/US History – “The Removal of the Cherokee Indians” | |(DIRECT INSTRUCTION) | |Group Size: 25 | |Pre-Lesson Planning | |ACEI | ...
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...Policy Institute #3, UN Boulevard, Diplomatic Enclave I, Islamabad Mailing Address: PO Box 2342, Islamabad, Pakistan Telephone: ++(92-51) 2278134, 2278136, 2270674-6 Fax:++(92-51) 2278135 URL: www.sdpi.org e-mail: main@sdpi.org SDPI is an independent, non-profit research institute on sustainable development Partial support from Eqbal Ahmed Foundation is gratefully acknowledged. 2 Contents Summary Recommendations Chapter 1 Chapter 2 Introduction Insensitivity to the Religious Diversity of the Nation Appendix 1-1: Listing of Material in Curriculum Documents Appendix 1-2: Listing of Material in Textbooks Historical Falsehoods and Inaccuracies Glorification of War and the Military Omissions That Could Have Been Enriching Pedagogical Problems in Primary Education: A Critique of the Curriculum Gender Biases Human Rights Teaching of Urdu, Class 6 to 10 Teaching Social Studies, Class 6 to 10 Peace Studies: a proposed program of studies in schools Curriculum Documents Covered Thoughts on Curriculum Objectives List of participants in the project i iii 1 9 27 53 65 77 89 95 101 111 123 127 131 135 137 139 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Appendices I: II: III: 3 Summary Pakistan’s public education system has an important role in determining how successful we shall be in achieving the goal of a progressive, moderate and democratic Pakistan. A key requirement is that children must learn to understand and value this...
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...Shaping America HIST 1301: U. S. History to 1877 Section 21404 INET (3 credit hours) Brookhaven College/Dallas TeleCollege, Fall 2014, August 27 – December 11 Instructor: Tara Kirk, M. A. E-Mail: tara.kirk@dcccd.edu Office Hours: Available for questions by e-mail. Phone: 972-860-7444 x21221 Welcome to Shaping America - History 1301 online! This course examines an exciting time in U.S. history, from exploration and settlement to the Civil War and Reconstruction. This syllabus is designed to give you all the information you need to successfully complete this course. Please pay special attention to the Course Work and Course Calendar sections to stay up to date with assignments and exams. COURSE DESCRIPTION & OBJECTIVES Prerequisite: Developmental Reading 0093 or English as a Second Language (ESOL) 0444 or have met the Texas Success Initiative (TSI) standard in Reading. A survey of the social, political, economic, cultural, and intellectual history of the United States from the pre-Columbian era to the Civil War/Reconstruction period. United States History I includes the study of pre-Columbian, colonial, revolutionary, early national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that may be addressed in United States History I include: American settlement and diversity, American culture, religion, civil and human rights, technological change, economic change, immigration and migration, and creation of the federal government. Coordinating Board Academic...
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...1. Introduction In Vietnam, planning and conducting more effective learning and teaching strategies for History is considered as one of the most challenging task for educators (Mr. Truong Tan Sang 2012). The quality of teaching and learning History has stood low and even had tendency to get worse in the past few years. A report in Tuoi tre (July 26, 2011) revealed that the year 2011 witnessed an unprecedentedly disappointed result in History of the entrance exam, approximately 80-90% of candidates got the mark below five, in some extent, the figure even reached over 98%. This is a seriously alarming warning for Vietnam about the unacceptable quality of teaching and learning History. Although it is significantly crucial to do a research to figure out the effective ways of educating History, the number of studies about the methods of History teaching is relatively limited; in addition, all of them still have not provided enough necessary information (Mr. Truong Tan Sang 2012). Nevertheless, thanks to these studies, we at least have had an overview about what should be done to improve methods of teaching and learning History in Vietnam. According to Phan Ngoc Lien (2002) and Nguyen Thi Coi (2006), changing attitude, upgrading facilities and holding up training courses would be three crucial measures to improve the quality of History educating in Vietnam. The Ministry of Education has already implemented diverse campaign focusing on these measures such as textbook reforming and...
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...TAT2 Task 1: Integration Design This unit is an eight day unit on how to use the concept of historical periodization to write a claim evidence, reasoning essay about the agricultural revolution. The unit of instruction is designed for high school ninth and tenth graders in World History. Please see the various sections below for more details on my unit. Instructional Goal Given writing prompts that require content knowledge from the Ancient Civilizations unit, students will write a claim, evidence, reasoning paragraph that meets the requirements of at least a three out of four on the Social Studies/ELA rubric. Instructional Objectives The following is a list of instructional objectives used in this unit plan: Given the twenty definitions...
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...Before Steve Jobs became a leader and manager of one of the largest corporations in the world, he was a groundbreaking innovator in the technology industry. In 1976, along with Steve Wozinak, Jobs created Apple Computers (Wikipedia, 2013). Forbes (2012) stated that Apple has since become “the most valuable company in history[…]in terms of market capitalization” (para.1). In the late eighties he also co-founded Pixar Animation Studios, another highly-prosperous enterprise. With these two powerhouses alone, Jobs has redefined leadership by having one of the most extreme success stories in the business arena. Thousands of articles, dozens of books, several documentaries, a handful of feature films, and a play have been based on Steve Jobs’ success story. Starting Apple at the age of thirty, he had a rocky start as he was not very likable as a leader. Zenger (2013) stated, “Yes, he could be rude, unreasonable, fickle, and arrogant. He even took credit for others’ ideas. The list of his weaknesses is quite long” (para.6). Jobs was a highly-intelligent man that was first a computer programmer before managing and leading thousands in two multi-billion dollar companies. To sum this up, Zenger (2013) said, “Let’s be very clear: if Jobs had not possessed the remarkable strengths…these behaviors would have capsized him early in his career, but strengths eclipse shortcomings” (para.6). Early on at Apple in 1985, Jobs was stripped of his powers in the company due to his unfavorable...
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