...Lesson Plan In Envictus I. Objectives: At the end of the discussion, the students should be able to: a. identify the poetic vision of the poem; b. relate the significance of the poem “Envictus” to real life; and c. write an essay out of the poetic vision of the poem. II. Subject Matter: Topic: Envictus Reference: Materials: Manila Paper III. Procedure: a. Motivation: The teacher presents a picture of a soldier and asks the students these following questions: a. 1 What can you say about the picture? a. 2 What concept does the picture illustrate? b. Presentation: The teacher gathers the idea of the students and relate it to the new lesson of the day. b. 1 Biography The teacher introduces the writer of the poem, gives the author’s background and paste a copy of the poem on the board in a Manila Paper. b. 2 Unlocking of Difficulties The teacher presents the scrambled difficult letters on the board out from the poem in a Manila Paper and let the students answer it randomly. c. Activity The teacher presents a game called “pick me up” and let the students pick one of those papers and answers the question inside of it. d. Wrap-up/Closure The teacher merges her own idea and her student’s idea to come up the concept about the poetic vision of the poem. IV. Evaluation: The teacher let...
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...Lesson Guide In Envictus I. Objectives: At the end of the discussion, the students should be able to: a. identify the poetic vision of the poem; b. relate the significance of the poem “Envictus” to real life; and c. write an essay out of the poetic vision of the poem. II. Subject Matter: Topic: Envictus Reference: Materials: Manila Paper III. Procedure: a. Motivation: The teacher presents a picture of a soldier and asks the students these following questions: a. 1 What can you say about the picture? a. 2 What concept does the picture illustrate? b. Presentation: The teacher gathers the idea of the students and relate it to the new lesson of the day. b. 1 Biography The teacher introduces the writer of the poem, gives the author’s background and paste a copy of the poem on the board in a Manila Paper. b. 2 Unlocking of Difficulties The teacher presents the scrambled difficult letters on the board out from the poem in a Manila Paper and let the students answer it randomly. c. Activity The teacher presents a game called “pick me up” and let the students pick one of those papers and answers the question inside of it. d. Wrap-up/Closure The teacher merges her own idea and her student’s idea to come up with the concept about the poetic vision of the poem. IV. Evaluation: The teacher...
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...|Name: Gail Faulkner |Date:4-22-2012 | |Unit Title: the study of Water | |Grade Level: PRE-K | |Subject: Science | |Unit Length: 10 minutes | |Brief Summary of Unit | |(Describe the context for this unit within the curriculum, and the curricular aims of the unit.) | | | |What understandings or goals will be assessed through this task? (Students will…) | | | |Will understand how water is a way of life for people. They will also gain recognition of various types of things we use water for.| |The students will develop...
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...Study Guide: Lesson 16 Philosophy of Religion: Introduction Lesson Overview: With this lesson, we begin our unit on philosophy of religion. Religious questions are among the most important for the vast majority of persons: Is there a God? Is there an afterlife? Why does God allow evil and suffering? How can we know God? Are miracles possible? What is the relation between faith and reason? In this first lesson, we explore exactly how philosophy and religion relate to each other. Can we objectively explore religion from a philosophical vantage point? We will critically examine 2 extreme answers to this question and then arrive at a proposed way that religious beliefs can be philosophically investigated. Tasks: Read chapter. 1 of Philosophy of Religion: Thinking About Faith, “What is Philosophy of Religion?” As you read, make sure you understand the following points and questions: * Explain the distinctions between philosophy of religion and sociology, history, theology, and religious philosophy. * Explain the arguments for and problems with fideism. * What 2 factors do Evans and Manis raise in answering the fideist claim that critical reflection about religious beliefs is arrogant and presumptuous? * According to Evans and Manis, is it possible to be completely neutral, and is it valid? * How is critical dialog a balance between fideism and neutralism? * What are some criteria for testing basic religious beliefs, suggested in Evans and Manis’...
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...lot of learners learn by doing. Realistic Mathematics Education (RME) The course has introduced me to Hodder Education’s range of books called ‘Making Sense of Maths’ for KS3 and KS4 (http://www.hoddereducation.co.uk/makingsenseofmaths). Mr Gough, a maths teacher and one of the authors of the aforementioned book(s) states the following: “My experience of teaching GCSE Foundation Tier is that by the time they get to KS4 they’ve already covered most of the content and they’re having the same content repeated in the same way that they found difficult in the first place so my experience of using this approach is that it seemed very different to them and it reinvigorated their interest in maths and they were very positive about maths lessons again. We’ve also taken these materials to various exam boards around the country; all of them confirm that its approach can be given credit for in terms of method marks whether the question is answered correctly or not. Indeed one chief examiner was saying that anything that promoted the students drawing things in the exam was definitely a good thing. He...
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...UbD Lesson Plan Template Client Organization: Telephone: Main Contact: Fax: _________________________________________________ Email Address: Date: |VITAL INFORMATION | |Author |Richard Chappell | |*Subject(s) |English reading class | |Topic or Unit of Study |reading | |*Grade/Level |9th | |*Summary |Teacher will introduce The Cask of Amontillado to the class | | |Teachers writes down some of the following questions from Blooms taxonomy levels: | | | ...
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...Slide 1: Welcome Welcome back. In the last lesson, you learned how to train staff and volunteers working in planned giving. In this lesson, we will focus on providing donors clear disclosures and letters of understanding. Slide 2: Learning Objectives After this lesson, you will be able to describe the hallmarks of clear disclosure to a donor, explain what a letter of understanding or letter of intent includes and what it does, identify the component parts of most letters of understanding, distinguish between poor and a good letter of intent, and discuss why transparency is essential in providing disclosures to donors. Let's get started. Slide 3: Key Terminology Anyone working in planned giving will encounter this terminology: Disclosures, letter of intent, and statement of intent, or letter of understanding. This is vital, that you provide clear disclosures and letters of intent. Let's start by defining these terms. We will also cover what they describe in the context of planned giving. Slide 4: What Letters of Intent and Disclosures Do?...
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...Lesson Plans Lesson plans will be filled out on how to use Dolch words to help improve reading. 1. Are the objectives aligned with academic standards? Yes State how the lesson objectives support the academic standards. The lesson will help students in grades Pre-K, K and 1st to understand how to read. 2. Are the assessments aligned with the objectives? Yes Is it explicitly clear what the students should know and be able to do by the end of the lesson? Yes, the students should know a certain number of dolch words by a certain date. What is the evidence demonstrating mastery of knowledge and/or skills that will support the lesson objectives? Documentation of the words correct on paper. 3. Are the learning experiences relevant to the objectives? Yes 4. Is instruction differentiated? Yes, EEL and Special Education students will have flash cards, I-pads to help pronounce the words, memory match. How will ELL or special needs students benefit from these lessons? To help them build up their vocabulary by learning the basic and more frequent words. Name the activities that support learning modalities, gender, or cultural groups. 5. Are there frequent and multiple ways to check for understanding during instruction? List the strategies to check for understanding. Include other strategies not in the lessons that could be utilized to further check for student understanding. • Spelling test • Memory test • Flash card • Reading probes • Printable worksheets ...
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...DEMO LESSON Lesson Plan in Language in Literature II Afro-Asian Literature I. Subject Matter: Vietnam Legacy Reference: Language in Literature Afro-Asian Literature (p. 156) Materials: illustration boards, Multimedia materials Time Frame: 2 Meetings II. Objectives A. Generate responses to a question the poem asks about giving tributes to fallen soldiers B. Identify imageries in the poem C. Demonstrate comprehension on the poem by giving accurate answers to questions D. Enumerate ways how they can promote peace in their own little ways as students. III. Lesson Proper A. Introduction 1. Through a DLP, show pictures of soldiers. Let students verbalize their ideas about the pictures. 2. Inform them that they are about to read a poem about soldiers. 3. Post the following question to be answered towards the end of the lesson: What is the best way to remember those who fought in a war for freedom? B. Interaction 4. Let students read the poem silently, then let them read it aloud in chorus with the poem projected through DLP. 5. Instruct them to locate the following unfamiliar words on the poem, then give their definitions: * Granite- a very hard rock used in building * Engraved- carved into a block or surface * Relive- To undergo or experience again, especially in the imagination. * Laureate- a person who has been honored for achieving distinction in a particular field or with a particular award...
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...TLA Self-Assessment: To What Extent Do My Lessons Show… OLTA Code | Area of Teaching, Learning and Assessment - “To what extent do I, my students or my lesson show…” | Strength | AFI | 1 | QUALITY OF LEARNING | | | 1a | Punctuality (and attendance) * do my students arrive on time; are they ready and prepared for work; * do I address lateness properly and effectively; have I evidence of strategies I have used to prevent lateness; * do I support late-comers and integrate them into the lesson; * am I aware of any background issues that might prevent my students arriving on time; * do my students demonstrate a commitment to learning through consistently high records of attendance (90% +)… | | | 1b | Learner Engagement * are my students attentive and focused; * are they responding to my questioning and are ALL my students engaged in the tasks during the lesson; * are my students enthusiastic and do I nurture this with my tasks; * am I aware of which students need more of a challenge and do I include this in my tasks… | | | 1c | Standard of Work * if someone was to look at my students’ work on the tables or in their folders does it meet or exceed the expectations of typical students at this level; * are their folders neat, tidy and have they brought the appropriate resources with them; * am I helping my students develop along Blooms’ taxonomy from developmental to higher order skills… | | | 1d | Individual & Independent Learning (outside)...
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...Introduction Cross Curricular teaching involves a conscious effort to encourage students to apply skills or knowledge acquired through learning at school to more than one subject on their curriculum. A central topic or theme can interlink subjects with each other, and students as a result should be able to learn an aspect of a central topic and apply information learned in one subject to others(Householder & Boulin 1992). As mentioned in Component 1 there are huge advantages to Cross Curricular teaching and learning. However, many students do not or cannot apply the knowledge that they have acquired in one subject to others (www.fromtinyacorns.wordpress.com/2009/10/28/about-transdisciplinary-thematic-learning) Learning beyond subject boundaries provides a student with the opportunity to experience not only learning that is relevant to one subject’s requirements, but also learning information that they will apply to other subjects. This type of learning some students may find to be challenging as they will be studying one topic from many different perspectives. However, with a deeper understanding of a topic, others will find it more interesting and may be encouraged to study the topic even further. Rensick (1989) confirms this stating that in contrast to learning topics in isolation students become more actively engaged in their studies when they participate in cross curricular learning. Cross curricular learning that is based on linking learning experiences and...
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...REFLECTIVE ESSAY #4 What a week last week was. Most the lessons touched me in some way. I liked the discipline model and progressive discipline process. It reminded me on how discipline should be handled. I have seen the progressive discipline model in action and when it is was done right it worked. Once again the speech was a little nerve racking, but I got through it. I missed a lot of my introduction because I got flustered. After I got over my initial nervousness the rest was smooth. It flowed pretty good and I had a good closing. Now I know that I need a little more practice with my speech before jumping into it. I know that I can do better on it so I will use my experience on the last two speeches to improve on the next one. Effective negotiations was an eye opener in the aspect that I do a lot of the technics that were taught, but didn’t know I was using them. I am defiantly more integrative then distributive. I like to build that relationship then to “burn the bridge” with people. I try to make sure that everyone is happy with the out come of the discussion and that everyone got what they wanted. Sometimes it’s not possible and I feel like I have failed when that happen. Continuous improvement was a little difficult to wrap my head around at times. As soon as I thought I had a grasp on it I would get the question that was posed wrong. System 1 and system 2 thinking was like that, but by the end of the lesson I had a better understanding of the...
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...Have you ever learned a valuable lesson that has helped you? In the book A Day No Pigs Would Die by Robert Peck, Rob also learned some valuable lessons throughout the book. His friends and family members taught him those lessons to help him later in life. SomeA few of the important lessons he learns are life isn’t fair, death is a part of life, and respect and listen your elders. Rob learns that life isn’t fair mostly from his father. Rob wanted to go to a baseball game on Sunday but his father told him he couldn’t. In the text, Rob’s dad says, “Rob, the Book of Shaker forbids frills on any day. And that goes double on Sunday.”(32) People think that Rob’s dad isn’t as good as them because he can’t read or write. Rob finds this out when he asks his dad why he can’t vote. In the text Rob’s dad also says, “...It’s account of...
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...Lessons from Geese 'Individual empowerment results from quality honking' Lessons from Geese provides a perfect example of the importance of team work and how it can have a profound and powerful effect on any form of personal or business endeavor. When we use these five principles in our personal and business life it will help us to foster and encourage a level of passion and energy in ourselves, as well as those who are our friends, associates or team members. It is essential to remember that teamwork happens inside and outside of business life when it is continually nurtured and encouraged. Lesson 1 - The Importance of Achieving Goals as each goose flaps its wings it creates an UPLIFT for the birds that follow. By flying in a 'V' formation the whole flock adds 71 percent extra to the flying range. Outcome When we have a sense of community and focus, we create trust and can help each other to achieve our goals. Lesson 2 - The Importance of Team Work When a goose falls out of formation it suddenly feels the drag and resistance of flying alone. It quickly moves back to take advantage of the lifting power of the birds in front. Outcome if we had as much sense as geese we would stay in formation with those headed where we want to go. We are willing to accept their help and give our help to others. Lesson 3 - The Importance of Sharing when a goose tires of flying up front it drops back into formation and another goose flies to the point position. Outcome It pays to...
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...LESSON PLAN Activity:Volleyball Grade: High School Date: 1/31/14 Name. Objectives: Number of Students:30 1. (Psychomotor) Students will demonstrate proper form of a Forearm Pass through repetition. Equipment Needed: balls, net Play Space Needed: court 2. (Cognitive) Students will show proper understanding of a Forearm Pass through peer teaching. Special Markings: front court, back court CALIFORNIA SKILL AREAS: 1. Sensorimotor and perceptual motor 2. Locomotor 3. Non-locomotor 4. Balance 5. Eye-hand coordination 6. Eye-foot coordination 7. General coordination 8. Creative movement NASPE CONTENT STANDARDS IN PHYSICAL EDUCATION – a physically educated person: 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities 3. Participates regularly in physical activity 4. Achieves and maintains a health-enhancing level of physical fitness 5. Exhibits responsible personal and social behavior that respects self and others in physical activity 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction Time Description of Skills and Activities Student Teacher Organization Formations Teaching Cues...
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