...the teacher. Assessment: Formative assessments, such as worksheets that will serve as a quiz, will be used in order to modify teaching and learning activities to improve student attainment, which will also involve listening to students’ responses after reading the selected stories. Materials Required: Cause and Effect Worksheets, Pen, Scratch Papers (For Group Brainstorming), & Whiteboard Marker Advanced Preparation by Teacher: Prepare printed copies of the story and worksheets to distribute to the students. Prepare the needed materials for discussing and performing the lesson. And make sure to have read and prepared questions for students’ learning. Procedure: Introduction/Motivation: 1. As a teacher, you should’ve read the story beforehand. Review vocabulary words seen in the story to avoid misunderstanding from students about deep words. Step-by-Step Plan after Introduction/Motivation: 2. Split the class into two (2) and give each group a printed copy of the story ‘Wisdom Story #149’ by Paul Brian Campbell. Let them read and brainstorm about what happened in the story by listing it down in the provided scratch paper for 20 minutes. 3. After reading and brainstorming, discuss the cause-and-effect relationship to the whole class. SAY: An effect is what happens in a story. A cause is the reason why something happens. As you read, ask yourself: What happened? This is the effect. Then ask: Why did it happen? This is the cause. Identifying...
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...A Detailed Lesson Plan in English (First Year—Secondary) A Detailed Lesson Plan in English (First Year—Secondary) I. Objectives At the end of the lesson, the students will be able to: 1. Identify statements that show cause and effect relationship. 2. Read a poem correctly and clearly with expressions. 3. Appreciate reading poems. 4. Decode words with “augh” (o) sounds II. Subject Matter Cause and Effect Relationship Reference/s: Fun in English Reading Textbook pages 94-101 Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags Values: Develop a genuine love for reading, love for family III. Procedure A. Learning Activities Teacher’s Activity “Good Morning Class...” “Let us pray first...” (Checking of Attendance) ...say present... “Please pick up the pieces of paper under your chair” “So how was your weekend?” “That’s good! Have you enjoyed your weekend bonding with your family?” “That’s good to know. For this morning, our discussion will be in relation to a family. Are you familiar with Barney’s I Love You Song?” “Okay that’s good, so are you ready to sing and have fun today? Student’s Activity ...
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...Teacher Name: | Heather Tabeek | Grade: | Grade 9 | Subject: | Literature | Topic: | African proverbs (in conjunction with the novel Things Fall Apart) | Content: | Things Fall Apart by Chinua Achebe African proverbs and how they are used to explain or teach | Goals: | Students will understand how proverbs are used by different cultures to simplify a philosophical belief or explain a basic life truth. Students will be able to compare sayings they're familiar with to some of the proverbs they will read. | Objectives: | TLW understand the meanings of selected African proverbs and their purpose. TLW plan and create an illustration of a chosen proverb. | Materials: | Several African proverbs (from textbook or Things Fall Apart) Poster board Markers, colored pencils, crayons (general arts supplies to be used at teacher's discretion) | Introduction: | Students have been introduced to the use of proverbs in Things Fall Apart. They will review by discussing the importance of proverbs in different cultures. | Development: | The teacher will read aloud a proverb, and then explain what the proverb means to him or her. Note that the proverb may be interpreted more than one way, but the class should try to come to a close agreement. | Practice: | Students should follow the teacher's example. Volunteers will read a proverb from the textbook aloud and offer their interpretations of the meaning. Several students should be given the chance to participate in this...
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...Lesson plan Sekolah Kebangsaan Matang Name | : | Abdul Muqtasid Al-Afiq bin Abdul Razak | Date | : | 16 April 2014 | Class | : | 4 Cemerlang | Time | : | 1015-1115 | Focus | : | Writing | Integrated skill | : | Listening | Language focus | : | Nouns | Previous knowledge | : | Verbs | Theme | : | World Of knowledge | Topic | : | Care for the Sea | Content standard | Learning standard | 3.2 | By the end of the 6 year primary schooling, pupils will be able to write using appropriate language form and style for a range of purposes. | 3.2.2 | Able to write in neat legible print with correct spelling: | Objectives: By the end of the lesson, pupils will be able to: i. Spell the 9 nouns correctly ii. Arrange the 5 sentences correctly Teaching aids/ Materials: Pictures, Bingo cards, worksheets Educational Emphasis: Mastery Learning: To ensure all pupils master the learning standards Contextual learning: For pupils to learn in context to enhance pupil’s learning. Stage/ time | Content | Teaching learning activities | Instructional Language | Rationale | Notes/ Remarks | Set induction | Question and answer | 1. Pupils will be shown two pictures which are clean beach and dirty beach 2. The teacher will ask the students which one do they prefer and why. | 1. Look at the picture. 2. Do you like the place? | To attract pupil’s attentionTo let the pupils think the word the want to use to answer the questions | Appendix A(2 Pictures...
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...Detailed Lesson Plan in Mathematics-II Prepared by : I. Objectives: At the end of 70 minutes class discussion, the Grade-II pupils are expected to do the following with atleast 75% proficiency level. a. Describe shapes according to the number of sides and corners. b. Write the appropriate name of the shapes. c. Cooperate during group shared activity. II. Subject Matter: a. Topic: Common Shapes b. Reference: BEC-PELC III. A-21 21st century Mathematics-II By: Roberto J. Degolacion c. Materials: Cutouts of different shapes, cartolina and real objects d. Values Infusion: Cooperation III. Procedure TEACHER’S ACTIVITY | PUPIL’S ACTIVITY | A. Preparatory Activities 1. Prayer * For us to start our class this morning may I request everybody to please rise for our prayer. (The teacher will call the name of the pupil to lead a prayer.) 2. Greetings * Good morning children! 3. Action Song 4. Checking of Attendance * . 5. Checking of Assignment 6. Drill * Using flashcards, the pupils will read the words being shown/ flash to them. (The teacher will read first before the pupils.) * After they read the words, every row should read again. ( rectangle, square, triangle and circle) 7. Review 8. Motivation * (The teacher will show a picture to the class.) * Okay children what have you observe from this picture? * Excellent! B. Developmental Activities 1. Presentation * And now children, based on...
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...COLLAPSE There are a variety of problem solving methods for disciplinary issues that teachers experience with students. When a teacher is actively handling an issue with students, peer mediation can be a productive way to handle conflict. Peer mediation can be effective with a variety of ages. Working in Kindergarten, I couldn’t use this strategy initially. Now, I often use this strategy. The reason I have not been able to use peer mediation all year is because students are often time learning policies and procedures for the first time. They have to learn how to positively interact with peers and to treat other children as they would want to be treated. At this point in the year, I have several students that serve as “super citizens” that I often turn to when I can’t seem to get through to a troubled or disruptive student. These student(s) reinforce positive behavior support with their classmate(s) that are having an outburst, not compliant, or those that have a disability in some cases. To help ensure a positive behavior support behavior system, peer mediation can help a teacher create a sense of group accountability for student achievement to couple individual accountability. In my classroom, peer-mediation is often a win-win strategy for all involved. When a child that is having a behavior issue can hear the perspective of another peer, they often tend to be more successful in getting through to a troubled student than I am. Peers have the ability to empower each...
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...Analysis of a Lesson Plan This paper analyzes a lesson plan for an eight grade class covering the Emancipation Proclamation. This was a turning point for the United States and the world as freedom was given to a race enslaved for centuries. An important piece of American history with an elaborate story in itself, the Emancipation Proclamation gives the teacher an opportunity to expand the students' understanding of the world in which they live. The Learners This lesson is for an 8th grade class. These learners have some experience in school and are typically between ages 12 and 14 years old. Eighth graders have some experience in school and many have either decided to be part of it or not. This makes instructing them more of a challenge as the teacher must keep them engaged in the lesson. Although this is a challenge for a teacher of any age, the middle teen years present teachers with students undergoing pubescent changes that can have the child's mind otherwise occupied. The Learning Environment The learners will be in a classroom with desks, although multiple students may be seated at tables, work will be performed individually. The class will be shown a video to be displayed on a screen at the front of the classroom. Activities and Elements Day One Students will begin the class by answering the questions: “If you were president during the Civil War, how would you have responded to the existence of slavery in the United States of America? Why? How do you think...
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...ED503 Constructivist Lesson Plan Whether you are a teacher, administrator, or in a position that supports teaching and learning, all educators need to understand the teaching and learning process as it relates to lesson planning. The purpose of this assignment is to produce a model lesson plan that demonstrates your knowledge of the constructivist approach to lesson design. In this assignment, you will construct a model lesson plan that includes rubrics and appropriately integrates technology. You will respond to a series of questions related to your lesson, using information from your text. Follow these directions: * Select an academic concept – just one concept, not a related set of concepts – that you hope to teach to students. Specify the grade level. For example, you might select the mathematical concept of measuring perimeter, but not the whole set of concepts related to polygons in geometry. Or you might select the concept of identifying the main idea in a reading passage, but not the whole set of concepts related to reading comprehension. * Write a lesson plan for teaching the same selected concept to students at the grade level you have specified. Incorporate instructional strategies based on constructivist views of learning. Be sure to consider strategies that support diverse learners. * Incorporate instructional strategies that appropriately integrate instructional media in the teaching and learning process. * Include the elements listed below and...
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...Lesson Plan Teacher Class Subject Date Duration Topic Objectives Material Needed Methodology Shelina.N.Bhamani 5-6 English (Creative Writing) Tuesday, March 29, 2005 45 mins Shape Poem The Student will be able to: 1=Share and write more creactive ideas. 2=Describe different objects Papers Pens Charts Markers Colours OHP(OHT)for the presentation of sample poem(WB can be used too) PRESENTATION: The Teacher will ask the student following questions.(How many of you like butterfly/balloon? Why ou like balloons/butterfly? Do you love poems(yes/no) well,then lets try to write one. Teacher will show an example or two like of balloon(MY RED BALLOON IS LIKE AN AEROPLANE WITHOUT WINGS.IT FLOATS LIKE A BIRD IN THE SKY.A STRONG WIND MAKES MY BALLOON RUN FAST AND TO THE GROUND.POP!OHNO..PIECE OF RUBBER DRIFTING TO THE GROUND)Than SS will asked to choose shapes draw it and write a peom inside that shape) for production you can display all the shapes poems on the school board /bulletin board/soft board.. production stage could be considerd as evaluation Evaluation Lesson Plan Teacher Class Subject Date Duration Topic Objectives Material Needed Methodology Sonia Sham Dupte grades 3-4 language arts Tuesday, March 01, 2005 30 mins telling a story Students will learn how to use descriptive and imaginative language to tell a story. * Telling a Story pictures (allow each student to choose their own picture) * paper * pencils Discuss with students the structure of a good story. Stress that...
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...Lesson Plan Keysha Starks ESL 533N – SEI Advanced Methodologies of Structured English Immersion January 16, 2013 Resource 2: SIOP Lesson Plan humbley Date: January 16, 2013 Grade/Class/Subject: Kindergarten/ math/ Unit/Theme: Shapes CT Standards: K.G.A.2 Student will be able to correctly name shapes regardless of their orientations or overall size Content Objective(s): CT.K.3.1.1 Identify objects in the classroom that match examples of the Shapes located on the Love2Learn Wall. Language Objective(s): - Student will be able to identify objects that are 2d located around the classroom to match the shapes on the fun wall. Students will identify the following shapes triangles, squares, circles, hexagons, ovals, rectangles by engaging in talk shape with a partner and drawing in my “Just Shape Me Journal”. English Language Learners 2.2-1 B.c(prek -2) join in group response at appropriate time 2.23 B.a(prek-2) make inference from visuals 2.2-2a.c(prek-20 develop vocabulary 2.2-3.Ci.(prek-2) engage in discussion with peers Key Vocabularytriangles, squares, circles, hexagons, ovals, rectangles, | Supplementary MaterialsSmart boardLove2Learn WallVelcro board and laminated pictures of items in the classroom for teacher use during carpet timeLaminated 3x5 card with shape on front and name on back Yellow “Just Shape Me Journals” according to each student levelPencils | SIOP Features | Preparation |...
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...Lesson Plan: Halmoni and the Picnic By:Sook Nyul Choi From the book Yunmi’s grandmother, Halmoni, has just moved to New York City from Korea, and she’s finding it difficult to adjust. America’s customs are so different, and Halmoni is too shy to speak English. Yunmi is afraid her grandmother will never get used to her new life and will want to return to Korea. When a picnic in Central Park is planned for Yunmi’s class, Halmoni agrees to chaperon. Yunmi hopes that meeting her classmates and teacher will help Halmoni feel more at home. But at the same time, Yuni is worried. What if the children make fun of Halmoni’s traditional Korean dress? What if they refuse to eat the unusual Korean food that Halmoni has prepared? Age: 3rd Grade Materials: “Halmoni and the Picnic” by Sook Nyul Choi traditional korean music: https://www.youtube.com/watch?v=TvIdBV3VouU white sheet of paper tape colors (markers or crayons) jump ropes http://www.education.com/activity/article/korean-fans/ Reading: Read the story to the class with expression and ask questions along the way. T- What kind of dress is Yunmi’s grandmother wearing? T- What kind of food is her grandmother making again? Manipulative: Hand out white pieces of paper and pieces of tape out to the class. They will make a korean fan called buchaechum. While the kids make the fans I will have traditional korean music played in the background. As the kids are making the buchaechum I will be asking questions...
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...A Detailed Lesson Plan in English (First Year—Secondary) I. Objectives At the end of the lesson, the students will be able to: * Identify statements that show cause and effect relationship * Read a poem correctly and clearly with expressions * Appreciate reading poems * Decode words with “augh” (o) sounds II. Subject Matter Cause and Effect Relationship Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags Reference/s: Fun in English Reading Textbook pages 94-101 Values: Develop a genuine love for reading, love for family III. Procedure A. Learning Activities Teacher’s Activity “Good Morning Class...” “Let us pray first...” (Checking of Attendance) ...say present... “Please pick up the pieces of paper under your chair” “So how was your weekend?” “That’s good! Have you enjoyed your weekend bonding with your family?” “That’s good to know. For this morning, our discussion will be in relation to a family. Are you familiar with Barney’s I Love You Song?” “Okay that’s good, so are you ready to sing and have fun today? “Let us sing Barney’s I Love You Song.”(Students Sing)“I love you, you love me and we’re a happy family,With a great big hug and a kiss from me to you,Hope you say you love me too.” “Okay now class, What can you say about the song? Does it tell us something important that we have already forgotten to do nowadays?” “How could you say so Joseph...
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...Name: Michaela Wulf Date: 1-28-2013 Science Methods prekindergarten- 4th Professor: Jamal Dennis Lesson Plan # 2 Name of Activity: Making a balloon rocket Age Level it is Appropriate: This activity is age appropriate for preschoolers Number of Children: There will be ten students, to one teacher Curriculum Area(s): Science PA Learning Standard/Indicator Addressed: Physical Science- Physic: 3.2b.1- Force and motion of particles and rigid bodies. Behavioral Objectives: To have the children understand through demonstration on how to make a Balloon Rocket following the directions that are given. Materials: * 1 Balloon( round ones, even though long ”airship” balloon works best * 1 long piece of kite string (10-15 feet long) * 1 plastic straw * Tape Motivation: Ask the children how fast do they think a rocket can go? Explain to the children the activity that we will be conducting as a class. Which is how to make a balloon rocket? Procedure: Balloon Rocket: * Tie one end of the string to a chair, door knob, or other support * Put the other end of the string through the straw * Pull the string tight to tie it to another support in the room * Blow up the balloon(but do not tie it) pinch the end of the balloon and tape the balloon to the straw * Let go and watch the rocket fly! Closer: At the end of the experiment I will ask the children open-ended questions Assessment: I will ask the children...
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...CICLO ESCOLAR 2013-2014 |TEACHER: |Objective: By the end of this unit Ss will be able to talk about themselves, their families, and| |GROUP: 5012 WEEK: 0 / 1 |their favorite things using present and past simple of be statements. | |DEVELOPMENT AREAS: ACADEMIC WRITING / READING STRATEGIES/GRAMMAR AND VOCABULARY |Objective: By the end of this unit Ss will be able to talk about themselves, their families, and | | |their favorite things using present and past simple of be statements. | |MATERIAL: Touchstone 3 Student´s Book / Touchstone 3 Workbook | | |MONDAY, AUGUST 12TH |WEDNESDAY, AUGUST 14TH |FRIDAY, AUGUST 16TH | |13:20 – 14:10 |Intro: Ice breaker- |12:30 – 13:20 |Class presentation/ Synthesis delivering |12:30 – 13:20 |Diagnostic test application...
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...speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.6- Produce complete sentences when appropriate to task and situation. Objective: Given a word a student will be able to use a description wording by demonstrating an understanding of synonyms with 100% accuracy. Purpose: This lesson is to teach students that when telling stories, they cannot use the same word over and over again. When telling a story they can use more descriptive synonyms and many words that we commonly use everyday have synonyms that they can use to replace these overused words. Materials: -White board -“Boring” word magnets -synonym magnets -Word strips -Pencils -Expo Markers Anticipatory Set: Have the entire class come to the floor and sit in front of the teacher. To introduce this lesson I will introduce a scenario where a family goes on a trip and they come back to tell the class about the trip. Each person in the family says, “The trip was so much fun. We had so much fun on our trip. We had fun the whole time.” I will ask the students about how hearing the family say fun over and over make their trip seem uninteresting and make you wish they told you a little bit more? I will then introduce the concept of...
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