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Lesson plan analysis (Behavioral model)
What will the student know or be able to do at the end of the lesson that the student did NOT know or was NOT able to do at the beginning?
The children will be able to solve word problems using combinations of dollar bills, quarters, dimes, nickels, and pennies, with $ and ¢ symbols.
If learning is defined as a behavior, how will the behavior be measured?
The children will be able to successfully identify all of the common denominations of money and be able to solve word problems using monetary denominations.
In which step(s) of the lesson plan will you find information that tells you exactly what the teacher will do when teaching?
Steps 3 and 4. The other steps outline the state content standards, the lesson 'attention getter,' and the conclusion explains the reinforcing homework for the children.
Q4. What step(s) of…
Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom.
Association for Middle Level Learning. Retrieved from http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.asp
McIlrath, D., & Huitt, W. (1995, December). The teaching-learning process: A discussion of models. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/papers/modeltch.html
Teaching models. (n.d). The Faculty Center for Teaching and Learning. Retrieved:
Lesson Plan Critique -- Parts of peech (3rd grade)
Lesson Plan -- Parts of peech
Thank you for sharing your lesson plan with me. I enjoyed reviewing the plan and visualizing the lesson being taught in your enthusiastic classroom of third graders. I have provided an overall summary of what I see as the strengths and weaknesses of the lesson plan. I have also given specific suggestions about ways to change out the lesson with the idea of maximizing your ability to meet the needs of a heterogeneous mix of students typical of third grade, and of this school and community.
trengths and weaknesses of the lesson plan. Overall, the lesson is interesting and could be conducted in a manner that is highly engaging to the students. As it is outlined, the lesson covers several parts of speech. Depending on the experience of the children, this may be too broad…
Bryan, A. (1997). Colourful Semantics. [In S. Chiat, J. Law and J. Marshall (Eds.), Language disorders in children and adults: psycholinguistic approaches to therapy. London, UK: Whurr.]
Ebbels, S. (2007, February). Child Language Teaching and Therapy, 23 (1), 67-93. DOI: 10.1191/0265659007072143 Retrieved http://clt.sagepub.com/content/23/1/67
Lea, J. (1970). The colour pattern scheme: a method of remedial language teaching. Moor House School, Hurst Green, Surrey, UK.
Linden, M.J. And Whimbey, A. (1990). Why Johnny Can't Write: How to Improve Writing Skills. Hillsdale, NJ: Lawrence Erlbaum Associates.
In response to a learning needs assessment at the Samaritan Medical Center, this lesson plan focuses on an educational opportunity for the highest identified opportunity in terms of education needs among the nursing staff at the Center. Staff ranges from Nursing Assistants to egistered Nurses. A sample of 20 Ns and four LPNs were included in the assessment. The target audience for the lesson include Ns, LPNs, and Nursing Assistants at the Samaritan Medical Center.
Educational Need and ationale
While generally useful traits such as leadership and communication were identified among needs for improvement, the focus of this lesson plan is on the more specific needs in terms of procedural knowledge. The majority of surveyed Ns, for example, noted that there was an absence of proper knowledge on orthopaedic and neurological procedures. They identified a high level of need in terms of adequate training to improve their knowledge…
Bair, T.B. (2013, Sep. 23). Learning Needs Assessment.
Bourke, M.P. And Ihrke, B.A. (2009). The Evaluation Process: An Overview. Teaching in Nursing: A Guide for Faculty, edited by Diane M. Billings and Judith A. Halstead. St. Louis, Missouri: Saunders.
Hayden, J. (2009). Chapter 3: Motivation and Behavior Change. Teaching Strategies for Nurse Educators edit by Sandra deYoung. Upper Saddle River, New Jersey: Pearson Education, Inc.
Vandeveer, M.(2009). From Teaching to Learning: Theoretical Foundations. Teaching in Nursing: A Guide for Faculty, edited by Diane M. Billings and Judith A. Halstead. St. Louis, Missouri: Saunders.
By the end of the lesson, the learners should be able to:
Critically evaluate themselves and their current subject knowledge in relation to their past learning experiences in the subject matter with a view to integrate the learning goals that the lesson seeks to establish.
Construct an explicit understanding of their individual identities as regards to the subject matter in which their previous experience and knowledge in the same area are consolidated with the currently acquired knowledge.
Put in practice a variety of writing experiences to identify their learning and greading experiences.
Session 1: Bookish Memories
equest the students to express freely their reading memories in either writing or speaking in relation to the knowledge of the current subject matter. Encourage the students to be sincere even if what they can remember may not be positive. Ask questions like: what can you remember of the previous reading…
Moje, E., Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.
Barclay, L.A. (2012). Learning to listen/listening to learn: Teaching listening skills to students with visual impairments. New York: AFB Press.
Holt, L.C., & Kysilka, M.L. (2006). Instructional patterns: Strategies for maximizing student learning. Thousand Oaks, Calif: SAGE Publications.
Nielsen, L., & Webb, W.H. (2011). Teaching generation text: Using cell phones to enhance learning. San Francisco, Calif: Jossey-Bass.
g., work song, spiritual, jazz)
Student did not correctly identify the genre
About the Song
Student made plausible arguments explaining what the song is about, who might have written it, and why. Student demonstrates understanding of the composition.
Student made weak arguments explaining what the song is about, who might have written it and why. Student demonstrates vague understanding and cannot discuss the piece other than in very general terms.
Student cannot identify what the song is about, who might have written it, or why. Student does not demonstrate understanding of the piece and has no contribution to the discussion.
About the History
Students discusses the relevance of the song to the time period in which it was written. Student identifies one or more events that occurred at that time in history and provides details about the events.
Student makes a reasonable guess when the piece was written and can…
History of Jazz, the. (2011). iPad application. < http://iTunes.apple.com/us/app/the-history-jazz-interactive/id411521458?mt=8 >.
Hotchalk. (2010). Lesson plans page: Black history month. < http://www.lessonplanspage.
Smithsonian Education. (n.d.) Black history teaching resources. < http://www.smithsonian education.org/educators/resource_library/african_american_resources.html>.
In accordance with relevant theoretical readings, preschool curriculum should also be objective toward the importance of the school as a bastion for health awareness. The early reinforcement of good nutritional values through the provision of healthy snacks and the regimenting of fun exercise activities proved to be a focal point of the day. According to current research, "if we do not provide adequate health care and nutrition for our youngsters, those children entering the public schools will already be behind their healthier, properly fed peers." (Bredekamp, 1) the relationship between the physical development of a child and his ability to perform to the best of his scholastic and cognitive abilities is inextricable. Therefore, the lesson plan will in general rely heavily on snacktimes and exercise times as means to provide health, education and socialization in direct simultaneity. Such activities as trivia games about healthy eating which reward children with healthy…
Bredekamp, S.R.A. Knuth., L.G. Kunesh and D.D. Shulman. (1992). Early Childhood Education. North Central Regional Educational Laboratory. Online at http://www.ncrel.org/sdrs/areas/stw_esys/5erly_ch.htm
Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Valdosta, GA: Valdosta State University: Educational Psychology Interactive. Online at http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html
Montessori, Maria. The Absorbent Mind. 5th. New York: Owl Publishing, Inc., 1995.
Montessori, Maria. The Discovery of the Child. 4th. New York: Ballantine Books
Now we'll listen to the song while you listen for the words that are missing on your worksheets. Listen carefully and try to pick out the missing words as the song is played. We'll play the song two or three times until everyone fills in all of the blanks on their worksheets."
[the presentation component of the intermediate ESL listening and speaking lesson plan consists of playing an audio recording (vinyl record, cassette, CD, DVD, etc.) of the Beatles' "Yellow Submarine" two or three times. During this series of presentations, the students are instructed to carefully listen for the words that are missing on their worksheets and to fill these blanks in when they hear the words mentioned in the song. After the first presentation, the teacher will use the following commentary.]
"How are you doing? Has everyone filled in all of the blanks on their worksheets?"
Ferris, D. & Hedgcock, J.S. (1998). Teaching ESL composition: Purpose, process, and practice.
Mahwah, NJ: Lawrence Erlbaum Associates.
Guhde, J.A. (2003). English-as-a-second Language (ESL) nursing students: Strategies for B
building verbal and written language skills. Journal of Cultural Diversity, 10(4), 113-
Multiple intelligences, including logical (in the development of strategies used in the poster), spatial, and naturalistic are all touched on this project, and the scientific and artistic/linguistic balance also provide for gender inclusivity (Snowman & Biehler 2008).
The progression of the plan also keeps in mind the identified physical characteristics of the age group; group discussion during the reading of the book might become boisterous, and the video will provide an interlude of needed rest before the art project begins, which should lead to a more focused activity (Snowman and Biehler 2008). The writing and drawing practice will also help to improve fine motor skills, which are still developing at this age (Snowman and Biehler 2008).
The cognitive characteristic of learning and knowledge differentiation is also taken into account through the various learning methods used in the lesson. The final activity especially will let the students make a determination as…
Snowman, J. & Biehler, R. (2008). Psychology Applied to Teaching, 12th Ed. New York: Wadsworth.
Due to the hearing impairment, there will be included next to the Braille pictures of American Sign Language to correspond with the vocabulary words presented in Braille. With his vision being impaired, but entirely gone, this will help him better connect Braille words and phrases with sign language, which he is already quite fluent in. Thus, this lesson is essentially helping him gain more tools to help him read and increase his vocabulary to the appropriate 5th grade level.
The activities of the lesson will revolve around a single reading packet. First, the student will read a section of reading comprehension in Braille. There are a number of options to choose from, but for this student the reading will focus on science in order to capture his attention. Then, the student will study the vocabulary words associated with that reading. After this, the student will complete worksheets where there are…
Lesson Plan Assessment Qs
A major part of this lesson includes requiring the students to make decisions regarding which events are significant enough to be included in the newspaper, and determining the varying levels of significance of these events. The rubric assessment methodology that is included as a part of the lesson plan directly aligns to the overall knowledge, understanding, and skills developed by engaging the student in the same determinations when it comes to the grading of the assignment. This will also ensure that students are clear on the desired outcomes, as they will have helped to develop them, and this type of rubric measurement also allows for greater fluidity and flexibility both in its development and in its application, which in a creative yet fact-based lesson plan such as the one included below is definitely a necessity in ensuring an accurate assessment (Hafner & Hafner 2003).
Hafner, J. & Hafner, P. (2003). Quantitative analysis of the rubric as an assessment tool: an empirical study of student peer-group rating. International Journal of Science Education 25(12): 1509-28.
Mason, C. (2011). Commemoration of the Gettysburg Battlefield (lesson plan). Accessed
Lesson Plan: Hard of Hearing Students
The following lesson plan is devised for auditory and visual learner students that are hard of hearing or deaf. The plan is designed, keeping in mind that every student has a unique learning style and has his preferred way of perceiving things. The process through which education is learned, information is retained and used for comprehension is solely up to the student's desires. However, the plan is formulated to keep this aspect in view and present a comprehensive program for auditory and visual learners' learning.
1. Essential Questions
The auditory learners are those students who enjoy learning by listening, for instance, preference of spoken lectures instead of written materials, enjoying discussions, expressive in emotions with a high and low volume of tone and voice, and interest in music-related activities (Time 4 Learning, n.a.). On the contrary, a visual learner is a student who has a…
Beech, M. (2010). Accommodations: Assisting students with disabilities, a guide for educators. Prepared by Florida State University. Florida Department of Education, USA.
Penny Sylvia Department of Education. (2016). The framework for special education grade PreK-8 and 7-12 program guidelines. Retrieved from https://www.education.pa.gov/Documents/Teachers-Administrators/Certification%20Preparation%20Programs/Specific%20Program%20Guidelines/SpecialEdGuidelines.pdf
Shephard, C.M. & Alpert, M. (2015). Using technology to provide differentiated instruction for deaf learners. Journal of Instructional Pedagogies, 16. Retrieved from https://files.eric.ed.gov/fulltext/EJ1069390.pdf
Time 4 Learning. (n.a.). Auditory learning style. Retrieved from https://www.time4learning.com/learning-styles/auditory-aural.html
Time 4 Learning. (n.a.). Visual learning style. Retrieved from https://www.time4learning.com/learning-styles/visual-spatial.html
The primary objective is to help the students understand the role of different personages in a selected historical event
Use quotable quotes from certain personages to improve memorization skills and vocabulary or use of words of students
Students read, write, and speak English at the early advanced level. Students understand history to be a subject of interest for learning lessons in their current lives.
Danny recognizes important personages across history and their contributions
Concentration may increase by presenting new, fascinating, highly inspiring content.
Students are expected to not only memorize important facts of history but analyze them too on a personal level and with family members if required. students are expected to interact with their grandparents for real life first person account of the selected historical event they are studying.
Input: “Today you are going to learn…” new passages…
The main objective or intended outcome of this lesson is for students to understand how to combine entrepreneurship and global leadership concepts in serving customers well and treating them with dignity. In this regard, various assessment strategies will be utilized to examine students’ mastery of the learning material and measure their skills and abilities in relation to what they have learned in the classroom. One of the assessment strategies that will be used is formative assessment. An example of a formative assessment for the outcome of the lesson to measure student skills and abilities is as follows…
1. Upon completion of the brief discussion on the article takeaways and student’s reflection, please write down your thoughts and feelings about your progress in learning including what you liked and didn’t like about the activity.
2. Summarize the main points from the videos you watched from THE WORLD…
Briggs, S. (2014, October 4). How to Make Learning Relevant to your Students (and Why its Crucial to their Success). Retrieved from Open Colleges website: https://www.opencolleges.edu.au/informed/features/how-to-make-learning-relevant/
McCarthy, J. (2018, April 11). Student-Centered Planning. Retrieved July 21, 2018, from https://www.edutopia.org/article/student-centered-planning
Weselby, C. (2014, October 1). What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Retrieved from Concordia University-Portland website: https://education.cu-portland.edu/blog/classroom-resources/examples-of-differentiated-instruction
Lesson plans ought to be designed as per the level of the targeted learner's skills and capabilities. Also, a lesson plan must seek to achieve the standards and goals set but the school, the state, or federal authorities. For a lesson plan to be not just successful but also effective, it must be designed to suit the resources available. Alternatively, a lesson plan should not be designed to utilize resources that are not or cannot be availed. In this paper, therefore, is a review of a curriculum guide - Common Core Literacy Lesson Plans: Ready-to-Use Resources, K-5 by Lauren Davis, and afterward, two lesson plans that are designed based on the reviewed curriculum guide.
Part I: A Review of Curriculum
Review of \"Common Core Literacy Lesson Plans: Ready-to-Use Resources, K-5\"
The Common Core Literacy Lesson Plans: Ready-to-Use Resources, K-5 by Lauren Davis, is the curriculum guide that…
Computers, Kids, and Comprehension: Instructional Practices that Make a Difference
The program that I would like to use to teach vocabulary is Reading Key, which provides teacher and student support through resources on the Web, vocabulary worksheets, help with words that are confusing, and tests. This program is designed for students K-6th grade. It does not have a Smart Board in the classroom. I would use it to provide worksheets and examples to my students and ideas for how to incorporate vocabulary into the weeks’ lessons. I would like to be able to use this program to support the development of my students’ vocabulary through reading exercises, word play exercises, speaking exercises, role playing exercises and more. As Block, Gambrell and Pressley (2002) show, integrating a variety of exercises and lessons into the classroom can facilitate the learner’s acquisition of the knowledge that is being sought. The more of a…
Alina is a 6-year-old student in first grade who was born in the United States to devoted patents, into a regular family. She is a special needs child diagnosed with a learning disability known as Dysgraphia, which is characterized by struggles with handwriting and the creative writing process. This learning disability has affected her learning since her brain processes things differently and with difficulty in comparison to other children. In addition to having difficulties understanding concepts, Alina has poor handwriting skills and behavioral problems that are indicative of attention deficit hyperactivity disorder (ADHD). She has struggled with remembering the location of letters next to each other and the spelling of words. Alina’s other challenges include difficulty in focusing on lessons and remaining seated in the classroom. Despite these challenges, Alina is an average student who seems excited to learn and acquire knowledge, expresses joy when entering the classroom, and enjoys…
Lesson plan 1
1. Lesson Plan Information
Grade Level: Sixth
Length of Period: 1hr 30 minutes
Standard: Pennsylvania’s Common Core State Standard CC.2.3.2.A.2 for Mathematics
2. Lesson objective(s)
Expectation(s) (Directly from The State Curriculum):
i. Understanding of fractions (parts of a fraction)
ii. Understand basic operations with fractions
iii. Ability to perform operations with fractions
Learning Skills (Where applicable):
· Creative thinking
· Critical analysis
3. Learning Context
A. The Learners
Sixth grade learners have basic knowledge on fractions, how to perform basic operations on fractions.
To accommodate diversity (learning), different methods of instructions will be used. The primary method of instructions will be guidance notes to ensure challenged learners are carried along.
B. Learning Environment
A learner-centered classroom environment is to be used. Classroom practices will be aimed at discovering what the…
ASSIGNMENT VI: CROSS-CURRICULAR LESSON TEMPLATE
GROUP LESSON PLAN & TEACH MINI LESSON in class
All components below must be present.
Note: Sources obtained or borrowed must be cited (in the lesson plan and power point
presentation) whether they originate from a book chapter, an article, a website or a
fieldwork teacher you observed.
Grade Level: (9-12th)
Two Content Areas of Lesson:
Reconstruction and Industrialization & Urbanization.
Lesson Theme (overarching concept that will be taught, that applies to the subjects the group has decided to focus on):
The lesson will focus on understanding industrial development in the United States in the aftermath of the American Civil War, which is a period commonly known as Reconstruction.
Narrative Overview (2-3 short paragraphs):
• Describe the cross-curricular (at least 2 subjects) lesson or unit.
This lesson will provide significant insights relating to historical and economic development of the United States during this period. Therefore,…
Social Science Lesson Plan Part II
American Revolution: Understanding the Declaration of Independence—Vocabulary and Reading Comprehension Lesson Plan
Unit Central Historical Question(s):
How did the Declaration of Independence justify the American Revolution?
Subject / Course:
Content Learning Objective (content and product):
Students will be able to determine the meaning and uses of terms and phrases by examining them in context and relating them to the cultural ideas of the time.
After completing the anticipatory set, a brief review, investigating Document A and B as a class, completing the guided instruction, and engaging in a class discussion, students will be able to identify key terms and phrases and explain their meaning.
Historical Thinking Learning Objective (thinking skill and product):
Students will be able to weigh the justifications for the American Revolution by considering them in the light of the philosophies of…
Constructivist Lesson Plan
According to a recent study, using constructivism in math classess demonstrates thay new any and all new concepts of math can be understood using prior knowledge (Cometto, 2008). The goal of constructivist learning is designed for the pupils to first acquire information and then develop an understanding, with the teacher’s assistance (Noll et al., 2008) Given the pupils' very own experiences they are able to learn new concepts and understand them in their own specific way (Akkaei, 2008).
The subsequent lesson program I've developed is actually dependent on the constructivist viewpoint and this is going to revolve around a math class on shapes. Using this particular lesson program, the pupils will be in a position to construct their very own understanding of various styles and shapes.
l encourage pupils to evaluate their capabilities and understanding (Akkawi, 2008). So the issue which will be answered in this specific…
Akkawi, Seema. Constructivist Lesson Plan. M-O-T. 2008. CMA. Access from: http://wwwedu-cma.blogspot.com/2008/05/sample-of-constructivist-lesson-plan.html?m=1
Cometto, Tomas. Implementing Constructivism in Mathematics Classrooms. 2008. Accessed from https://www.google.com.pk/url?sa=t&source=web&rct=j&url=https://sites.oxy.edu/ron/math/400/07/TomasCometto.ppt&ved=2ahUKEwipq7jrj4_YAhWKzaQKHVXEAmUQFjAAegQIBRAB&usg=AOvVaw04hLxjCmuv9gwypyV8hg12
Noll, James Wm; Elklind, David; Carson, Jamin. Clashing Views on Educational Issues. Fifteenth edition. New York: McGraw Hill, 2008
For example, she might say, "Oh, the baby elephant is crossing the road here. I wonder where he is going. Maybe that castle in the background is his home." After flipping through the book, the teacher invites the students to try.
The teacher breaks the students up into groups of about three or four. Before the lesson started, she has already formed the groups, and tells the students to quickly go sit in the groups that she names. At the learning sites, that have already been set up with three or four picture books depending on the number of students. The teacher instructs students to perform a hands-on activity by picking up a picture book and using the illustrations to tell themselves a story, just as the teacher had done before. They take turns showing and interpreting their books to their fellow classmates. When they have completed this…
The purpose of this project is to provide ESL students an opportunity to learn enhanced listening skills. These skills, once they are acquired, will assist the students in assimilating into the American culture through the use of language which contains a means for communicating in a comprehensive and understandable manner.
Many times ESL students are overwhelmed with information that could help them, but with which they have difficulty due to the fact that they have not acquired the listening skills which will help them in the classroom, and in the society in which they have chosen (or their parents chose) to interact. Being a new student can oftentimes be a harrowing experience, and when it is coupled with the fact that the new student is also new to the country, this scenario can become further complicated causing even more difficulty for the student. Since the number of immigrants…
Lesson Plan Using Understanding by Design Framework
A creative approach is critical in embedding innovative problem solving, embedding opportunity for inquiry as well as enhancing critical thinking for deep discipline knowledge. When curriculum is to be coherent, and cohesive across multiple grades, the assessment protocols should establish the degree of success and integrate the curricular unit to enhance the desired learning outcomes. The UbD provides an effective framework that assists in addressing the aforementioned key issues. In the U.S. educational system, successful learning outcome requires an integration of meaningful assessment, and contents coupled with effective pedagogy. However, the ability to develop cohesive and coherent curriculum has become overwhelming to experienced school teachers, obviously, the issue creates a barrier to student's efficient learning. Thus, UbD (Understanding by Design) has been identified as the effective tool that overcomes these barriers by providing practical and concise guidance for both inexperienced and experienced teachers.…
Roth, D. (2007). Understanding by Design: A Framework for Effecting Curricular Development and Assessment. Cell Biology Education, 6(2), 95-97. doi:10.1187/cbe.07-03-0012.
MATH Lesson Plan
Activity Name: Space and Math
Classroom, Internet, Field trips
Children should know history of the space program and its impact on science, math, history, politics and technology.
Education Standards Addressed
Combination of history, civics and math
(Specify skills/information that will be learned.)
Teach about math in terms of things like speed, rotation speed, circumference, and so forth.
(Specific skill / concept being taught in lesson)
Applying math to space-related concepts
Units of measurement, dimensions and speeds. Examples would include diameter, perimeter, speed, velocity and so forth. Nothing too complicated…just the basics.
(e.g. Web, books, etc.)
Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery:
Examine and Talk, Demonstrate, Model, Plan, Guide, ecord, Describe, Explore, Acquire, Practice, etc.
Explains terms and concepts in terms of numbers and measurement…
Denler, H. (2014, January 28). Social Cognitive Theory. Retrieved February 24, 2015, from http://www.education.com/reference/article/social-cognitive-theory/
Mitton, T., & Parker, A. (1997). Roaring rockets. New York: Kingfisher.
Rabe, T. (1999). There's a no place like space!: All about our solar system. New York: Random House.
Wilson, L., & Frye, P. (1993). What's out there?: A book about space. New York: Grosset & Dunlap.
Lesson Plan for Pre-School English Learners
Annotated Lesson Plan
Objective of this project is to develop a lesson plan for pre-school English learners using the annotated lesson plan. The paper uses the SIOP model to teach children English language because young children have not yet developmentally ready to learn abstract concepts. Moreover, children are not yet ready to listen to teachers for a long time or carry out a paper and pencil task. In the early school year, the teachers need to engage children to talk about topic of interests, capitalize on their curiosity, singing songs, exploring new things and playing with materials. Thus, pre-school English learners should be taught to use and practice with new words, talking with peers in fantasy and real way. A teacher intending to use a SIOP model should use supplementary materials to teach young learners rather than relying on paper and pencil tasks. The…
Grey, P. (2013). Book Review --Making the Content Comprehensible for the English Learners, SIOP Model. Acta Didactica Norge. 6(22):
Raudenbush, S. (2008). The Brown legacy and the O'Connor challenge: Transforming schools in the image of children's potential. Educational Researcher. 38(3) 169-180
Richard-Amato, P. A. (2010). Making It to Happen: From Participatory to Interactive Language Teaching - Evolving Theory and Practice. Pearson Education.
Lesson Plan Evaluation
The third grade language arts lesson plan uses Shel Silverstein's story The Giving Tree. It is expected that the lesson will be of high interest to the students because they are probably familiar with Silverstein's other works, Where the Sidewalk Ends and Light in the Attic.
The first activity is the pretend field trip. The teacher asks the students to close their eyes and picture a large open field. In order for this opening set to be effective, students should be prepared to be calm and fairly quiet. If possible, the lesson should be taught following a quiet activity such as independent reading or seatwork. The students will have an opportunity to get up and move around within this anticipatory set, but they could be overly active and a little silly if the teacher attempts to do the lesson immediately after a major transition. Additionally, for this…
Lesson Plan Development
CTL Key Combinations and Psychology
Word Processing - Microsoft Word?
CTL Key Combinations and Their Uses
Amount of time you will allot for the completion of the lesson.
Students will use the different CTL key combinations to compare these functions on a mouse. This will allow them to learn a new skill in the future and more effectively control their times.
Student Performance-Based Objective(s):
Study, collect and list the different CTL key functions. They will then, record the time it took for the computer to open these applications (using the keyboard). Next, everyone will compare these time utilizing a mouse. (Freiberg, 2002) (Nevid, 2009)
Computer, projector, QWETY key chart and other illustrations / props.
Computer, handout and the textbook.
(Hold up a picture of a keyboard and mouse)
Ask the question: "Which method is more…
Freiberg, J. (2002). Essential Skills for New Teachers. Redesigning Professional Development. Retrieved from: http://www.ascd.org/publications/educational-leadership/mar02/vol59/num06/Essential-Skills-for-New-Teachers.aspx
Nevid, J. (2009). Essentials of Psychology. New York, NY: Houghton Mifflin.
ability to write legibly and quickly. Therefore, this lesson's assessments are fair samples of the content.
By focusing interaction with the teacher on the "big picture" questions, the lesson plan emphasizes those questions, which are key to meeting the content standards. Since the content standards are the underlying rationale for the lessons, the teacher-student interaction emphasizes what matters most in the topic of study. For example, by having the teacher first give a short lecture on child labor and the efficiency movement, the students are primed to answer the question about how they would feel if they lived 125 years ago. This focuses their attention on the part of the lesson that most explicitly meets the content standards, which are what matters most.
Each of these types of assessments provides the opportunity for a student with a strength in a singular area to succeed in the class: auditory, oral, kinesthetic,…
Angelo, T.A., & Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-Bass.
This lesson is part of a major unit in 10th grade covering the Industrial Revolution. The lesson may be used to engage students in the technology of industrialization, before they study the changing culture in the U.S. Using a model steam engine, students will learn about the industrialization in the U.S. Using this knowledge as a springboard, students can then explore contemporary notions of industrialization, technology, and culture.
(Belkin, 2004) Students can still be kinesthetically involved, however -- for instance, asking a blind student how something feels or smells, senses that might be more developed in this child, can give him or her a sense of empowerment. Reading levels may be wide in a mixed classroom of special education and 'regular' students, and students with dyslexia can benefit from the use of talking books with animated voices. Even students with reading difficulties that are not formally diagnosable can grow more enthusiastic about reading by being encouraged to, for instance, cook a recipe that the pilgrims did in a history text, or to cut out pictures from the newspaper about a topic discussed in social studies class. Ultimately, curriculum objectives like students being able to read certain vocabulary cannot be forgotten, but if challenging vocabulary is reinforced throughout the day, and verbally, aurally, and spatially, as well as on…
Belkin, Lisa. (September 12, 2004) "The Lessons of Classroom 506." Magazine. New York Times.
Piaget, Jean. (1970) "Piaget's theory." In P. Mussen (ed) Handbook of child psychology, Vol.1. New York: Wiley, 1983.
The quality of this lesson is consistent from the beginning to the end of the project.
Lesson Plan #3: Adding Fun Game
Aim of the Lesson:
In this lesson, the students learn to decode using a chart where certain letters have an assigned number value. The students must solve the mathematical problem by decoding the word.
Literacy Elements Incorporated:
This lesson incorporates the concept that letters have a certain value. This can be tied to phonics, as the students develop the concept that a letter has a certain sound. Students use literacy skills to decode math problems and create number sentences.
How, when why, where and for whom they were used:
This lesson is designed for 3rd graders. One of the key difficulties with this age group is that consistency with skills is varied. Some students are more proficient than others at this stage. This makes it difficult to integrate…
Bintz, W., Moore, S., Hayhurst, E., Rubin, J., & Sherry, T. (2006). Integrating Literacy, Math, and Science to Make Learning Come Alive. Middle School Journal. 37 (3), 30-37. ERIC ID EJ752859.
Literacy Matters (2007). Math. Retrieved December 16, 2007 at http://www.literacymatters.org/content/math.htm.
Reduce, Reuse, Recycle
Environmental Studies Level: Grades 6-8 Duration: 2 hours
Today, recycling is one of the most important topics in the environmental conservation agenda. From trash and dysfunctional electronic gadgets to plastic materials, wrappers, and packaging materials, we generate tons of waste every day. This waste increasingly poses a significant threat to the natural environment. For instance, oceans and other natural water bodies are now filled with substantial amounts of plastics, posing a threat to water life. Similarly, when deposited in landfills, our trash emits gases that are harmful to the environment. The gases harm the environment by destroying the ozone layer, consequently creating negative effects such as global warming. The situation is likely to get worse in the future given that the human population is growing at an unprecedented rate. Greater human population will mean more consumption, more creation of waste, and hence more harm to the environment.…
Give at least 3 examples of workers who are at risk of exposure to bloodborne pathogens.
2. List the three ways exposure to bloodborne pathogens commonly occurs.
3. Describe at least 5 key aspects of a Bloodborne Pathogen Exposure Control
4. Explain how properly used PPE and appropriate housekeeping methods protect against exposure to bloodborne pathogens.
5. List three important steps to take if exposed to a bloodborne pathogen
These are all very specific and measurable goals, which according to Bradshaw and Lowenstein is a vital part of a good lesson plan. The authors of the lesson plan could have stated much vaguer goals, such "the student will become more familiear with exposure to bloodborne pathogens." However, vague objectives like that cannot be accurately measured. So it is good that this lesson plan states exactly what the student should be able to learn.
What is expected of the learner?…
Bradshaw, M.J. & Lowenstein, a.J. (2007) Innovative teaching strategies in nursing & related health professions. 4th ed. Jones & Bartlett Publishers
Gustav Klimt Lesson Plan
"Describe the central focus and purpose for the content you will teach in the learning segment".
Students will learn the art of Gustav Klimt, which will assist in creating the work of art that will resemble Klimt's style. Moreover, students will be introduced to the Gustav Klimt's artwork focusing on his love for cats. (Weidinger, 2007).Students will also learn their artistic style and utilize their patterns and shapes to fill up their works. Moreover, students will continue to build and develop the basic skill sets utilizing art tools such as paint, glue, scissors, and oil pastels. Students will also learn how to utilize the line variation, stylized form, symbol, color, and media variety with the ability to create their "Tree of Life". Moreover, the lesson plan will assist students to learn about cool and warm colors incorporating them into the artistic styles of Gustav…
Lesson Plan Study: Act it Out
The teaching and study of mathematics can present special challenges and complications to many instructors and learners, and a variety of methodologies exist for mathematics education that are meant to simplify and ease this process. Many of these are heuristic methodologies meant to make certain abstract concepts and functions more concrete. The Act-it-Out heuristic has been demonstrated as a successful and efficient method of mathematics instruction in a variety of age groups and math levels, as this brief review demonstrates.
Act-it-Out involves using physical objects, truly anything that is handy, to represent specific items or quantities that can the be moved around, combined, etc., to illustrate the movement of abstract mathematical quantities either individually or with groups of learners (Masters 2003). This technique has been in sue for some time, and is well-represented in both empirical literature and in anecdotal evidence from generations of…
Fletcher, G. & Lu, J. (2009). Human computing skills: rethinking the K-12 experience. Communications of the ACM 52(2).
Harcourt Brace. (1999). Math Advantage. New York: Harcourt Brace.
Kwon, O. (2010). Conceptualizing the realistic mathematics education approach in the teaching and learning of ordinary differential equations. Accessed 28 October 2011. http://www.cimm.ucr.ac.cr/ojs/index.php/eudoxus/article/viewArticle/430
Masters, M. (2003). Let's Prepare for the Grade 4 Math Test. New York: Barron's.
• Glossary of terms
• Whiteboard/Chalkboard/Computer Projector
• Pencil Sharpeners
• Quick reference guides for lesson
• Computer file copies of information (PDF's, etc.)
• Teach physiology terminology in English
• Teach physiology terminology in Spanish
• Be able to describe major functions of each body part
• In both Spanish and English
• Teach general fitness guidelines and metrics
• Teach students to be able to synthesize both narrative/report speech relating to the subject as well as graphs, charts and diagrams
• Drive home the importance of having a strong and fluent understanding of terminology and contextual information within the medical paradigm
• Be able to explain Spanish narratives and speech into English
• Same thing in reverse
• Teach proper sentence structure. Define types of words (nouns, verbs, etc.) as…
• Verbal lectures
• Narrative/Report Content
Multiple Means of Engagement
SIOP® Lesson Plan Template
THM: Properties of Weather
Science for 2nd Grade
KY VOCABULARY: Snow, frost, ice, fog
MATRIALS: The book from which the story will be read is Weather by Seymour Simon. The teacher will need to use a Post chart, "Weather chart ." This will help explain how to make inferences about text and unfamiliar words by applying their schema and other words in the sentences.
Students at this stage may find Weather and climate confusing. Climate is examined by looking at annual patterns. Weather refers to the situation at one given time and the seasons influence the general climate.
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
Second grade students are expected to apply strategies to comprehend text by making inferences about words describing weather condition when reading.
PRACTIC AND APPLICATION:
(Meaningful activities, interaction, strategies, practice…
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP® Model.)
© 2008 Pearson Education, Inc.
PLANNING Produce a lesson plan states: session aims learning outcomes; learners; teacher activities; resources learning checks ============ Microteach Delivery the Microteach 15 minutes long: 5 minutes introduction set 10 minutes feedback tutor peers.
My fifteen minute 'microteaching' session involved the presentation of Arabic language material to a classroom of student learners. It was entitled: "The Arabic language: Greetings, alphabet and introduction to the language" and was designed to give a basic overview to what can seem to non-native speakers a very complex and impenetrable language (Greene 2005). My lesson plan involved the use of multiple types of presentation formats to ensure that the content was disseminated correctly yet students were also able to interact with the material in fun and engaging ways. Multiple methods of information transmission were also useful to ensure that the needs of different 'types' of learners were addressed by the session (Lane n.d.). The…
Chang, E. (2005). Tongue twisters. The Washington Post. Retrieved from:
Greene, R. (2005). Why learning Arabic is so hard. Slate. Retrieved from:
Though the lesson plan cannot project what distribution of critical thinking and reasoning abilities will define the classroom, it will be appropriate to shape the lesson plan with the capacity for flexibility in its presentation.
A note, upon entering into the content breakdown on this subject; the material covered here is of a diverse and nuanced range, with each subject singularly requisite of its own course of investigation. e would therein set a range of learning objectives for each aspect of the subject. However, given the limitation of the course time to just three hours, we have outlined six overarching learning objectives, with each of the above identified domains represented twice.
Cognitive Learning Objectives
Our first learning objective will be to help familiarize learning with H.I.M. application modules, placing a particular emphasis on the most current IT tools at our disposal. Here, learners will use their application skills…
American Health Information Management Association (AHIMA). (2007). Homepage. www.ahima.org.
Bastable, S.B. (2003). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. Sudbury, MA Jones and Bartlett Publishers.
Duphome, R & C.N. Gunawardena. (2005). The effect of three computer conferencing designs on critical thinking skills of nursing students. The American Journal of Distance Education, 9(1)
Johns, M. (2002). Health Information Management Technology: An Applied Approach. American Health Information Management Association.
Grade Level: 3rd
Lesson: The Cell (3 Day Lesson Series)
The study of living things is known as Life Science. Since the basic unit of all living things is the cell, all things like plants human beings and animals have cells. As the basic unit of life, cells represent the foundational underlining that drives scientific research. In emphasizing their importance to the study of living things, cells abound the composition of life, and embody a key to new advancements in science. Elementary understanding and familiarity with this basic life unit gives school-aged students the exposure and fundamentals to help their learning of Life Science. Early introduction to understanding the function and parts of the cell helps students move toward more advance cellular topics and concepts in Life Science.
Goals & Learning Outcomes
The following statements encompass the learning outcomes for this lesson.
• Students will gain early…
West Virgina Department of Education. (2014, January 1). Inquiry-based lesson plans. Retrieved December 8, 2014, from http://wvde.state.wv.us/teach21/Inquiry-BasedLessonPlans.html
However, the emphasis on community involvement could be yet improved by creating a more actionable activity at the lesson plan's resolution such as the creation of a community garden. This will give students a greater opportunity to see their efforts actually improve the availability of green space and may reflect more current and realistic measures to making policy progress than contacting remote public officials.
That said, aspects of the lesson plan that ask students to surmise reasons that sufficient green space may be lacking are distinctly valuable in helping them to refine problem-solving abilities. By applying these to a set of issues that are not just bound to the classroom but which have implications that are socially, culturally and economically far-reaching, the lesson plan has the added attraction of being likely to capture both the excitement and imagination of students. It seems that a greater emphasis is likely in the…
general education SDAIE or Sheltered English lesson plan based on the approach described in the course Writing Effective Lesson Plan textbook in a content area of history based on both the California English Language Art Standards and English Language Development standards. This paper states appropriate goals and objectives, objectives, outcomes, rationale, describe content presentation methods, instructional strategies, learning activities, technology, assessment techniques and teaching materials.
The lesson is for an 8th grade class of world history at the ABC School. There are a total of thirty students in the class and their ages range from 13-14 years. According to the information that has been provided by the cooperating teacher there are four are English learners in the class, three are re-designated English learners while two of the students have IEP's, from among these two one has auditory memory issues and the other has ADHD.
Crawford, A.N. (2005). Communicative approaches to second language acquisition: From oral language development into the core curriculum and L2 literacy. In C.F. Leyba (ed.) Schooling and language minority students: A theoretical framework 3rd Edition (pp. 65117). Los Angeles, CA. Evaluation, Dissemination and Assessment Center, California State University, Los Angeles.
Cummins, J. (2005). Teaching the language of academic success: A framework for school-based language policies. In C.F. Leyba (ed.) Schooling and language minority students: A theoretical framework 3rd edition (pp. 3-31). Los Angeles, CA. Evaluation, Dissemination and Assessment Center, California State University, Los Angeles.
Echevarria, A., Graves, A. (2007). Sheltered content instruction: Teaching English language learners with diverse abilities. Boston, MA. Allyn and Bacon.
Genzuk, M. (2011). Specially designed academic instruction in English (SDAIE) for language minority students. Center for Multilingual, Multicultural Research Digital Papers Series. Center for Multilingual, Multicultural Research, University of Southern California. Retrieved from http://www.usc.edu/dept/education/CMMR/DigitalPapers/SDAIE_Genzuk.pdf
The goal is to help the nurses understand what the patient expects and how they can ensure that the expectation is met and encourage the students to begin diving into their reading to understand how they can actively assist the patient's better.
Numerous studies have revealed the effectiveness of group brainstorming in focused settings. hile brainstorming overall can be less efficient than other methods, when utilized for a specific purpose and having set parameters, it can be very effective at obtaining all necessary objectives (Parnes, 1959). Here, the nurses are expected to identify from the film the consumer's expectations, something that each nurse should have been taking notes about during the film.
Assessments: This lesson is assessed in two ways. The first way is through the brainstorming session where nurses are encouraged to uncover and determine the premises of the film and how it applies to them. The second assessment…
Domjan, Michael (2010). The Principles of Learning and Behavior. Belmont, CA: Wadsworth.
Parnes, S & Meadow, a (1959). Effects of "brainstorming" instructions on creative problem solving by trained and untrained subjects. Journal of Educational Psychology, 50(4): 171-76.
Schmidt, Lee. (2004). Patients' perception of nurse staffing, nursing care, adverse events and overall satisfaction with the hospital experience. Nursing Economics, 22(6): 295-306.
Brain-Based Language Arts Lesson Plan:
Grade 2 -- "th" ords
Brain-Based Language Arts Lesson Plan: Grade 2 -- "th" ords
Cross-curricular link(s): Non-specific
Recommended Usage: Summary, entire class
Intended Learning Outcomes:
Identify common word strings;
Impress students with the fact that "t" and "h" written together make a different sound
State Standards (Perma-Bound, n.d.):
Spell common, frequently used words correctly
Identify and define new words and concepts.
Pronounce most words accurately.
Learning to Read Independently: Use knowledge of phonics, word analysis (e.g., root words, prefixes and suffixes), syllabication, picture and context clues to decode and understand new words during reading.
Healthy; Thump; Then; Threw; Together; Fifth; Tooth; Thread; Mother; Father; Think; Other; Truth; Seventh; Birthday; Teeth
Teaching/Learner Activities (Olsen, 2004):
a. Activity 1: 10 minutes:
Read a story to the class from their reading book. rite "TH" on the blackboard. Have the…
Hurtova, D. (Winter 2000). Feedback. Retrieved from Dana Hurtova's Web site: danahurtova.sweb.cz/files/kanam3/feedback.rtf
Language Arts Department: Mrs. Knutelsky, Supervisor K - 12. (2010, August 31). Lesson closure. Retrieved from Jefferson Township Web site: http://blogs.jefftwp.org/wordpress/rknutelsky/2010/08/31/lesson-closure/
Olsen, K. (2004). TH words | Smart notebook lesson # 592. Retrieved from Exchange.Smarttech.com Web site: http://exchange.smarttech.com/search.html?q=+th+words&subject=English+Language+Arts&grade=Grade+2®ion=en_US
Perma-Bound. (n.d.). Pennsylvania state standards for language arts: Grade 2. Retrieved from Perma-Bound.com Web site: http://www.perma-bound.com/state-standards.do?state=PA&subject=language-arts&gradeLevel=2
The lab will involve testing household products to use as cleaning agents. During the lab students will wear gloves and if necessary masks.
Educational goal: To understand the 12 principles of green chemistry and the scientific method
Student objectives: Students will understand and apply the 12 principles of green chemistry.
Materials: Vinegar, baking soda, bleach, and household cleansers
Time required: Three days of research, brainstorming, and finally a lab day.
National standards met: S1, S2, S6, S7
Green chemistry principles addressed: 1-12
Teacher prep: esearching the dangers of common commercial household cleansers.
In class, students will write out the 12 principles in their own words in simple language. The class will come to a common definition for all 12 principles. Then students on their own will be asked to pick a household cleaning product and research online whether the manufacture upholds these principles.
In class, students will be asked…
12 principles of green chemistry. (2011). ACS: Chemistry for life. Retrieved August 21, 2011 at http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_ARTICLEMAIN&node_id=1415&content_id=WPCP_007504&use_sec=true&sec_url_var=region1&__uuid=2f4c5745-8764-429d-a265-aa34a6d719e1
Massachusetts curriculum frameworks. (2011). Massachusetts Education. Retrieved August 21, 2011 at http://www.doe.mass.edu/frameworks/current.html
Doing activities like making pinatas are fun and instructive and offer relaxed opportunities to discuss what they are learning. They will learn some Spanish words and to delve more deeply into what it means culturally to be Mexican, which could lead to an interest in taking Spanish in high school or college some day.
It should not be ignored that students will get an opportunity to broaden their concepts of what culture actually is and also gain insight into the fact that all cultures celebrate holidays that commemorate important aspects of community life and history. The holiday itself and specifically how it is celebrated is interesting and broadening, but even more important is its reason for being and the events that led to its becoming a holiday.
One of the most difficult things to understand about another culture is its values and the reasoning behind them. The students will be…
Bowman, B. (1994). Cultural diversity and academic achievement. From Urban Education Monography Series, Chicago: NCREL.
Fogelman, E. (1995). Conscience and courage. New York: Anchor.
Hanley, M.S. (2002). The scope of multicultural education. From New Horizons for Learning. Seattle: New Horizons for Learning.
Hilliard, A. & Pine, G. (1990). Rx for racism: Imperatives for America's schools. Phi Delta Kappan, 593-600.
5th Grade Lesson Plan
Diversity / Differentiation for Exceptionalities:
Gifted students will be given the opportunity to write additional paragraphs based on subjects of their own choosing.
Students with limited English proficiency may have difficulty comprehending the text. They can participate in a small group discussion in which the text is read aloud to them, then discussed. The students can have more time to construct their paragraphs and may receive additional help from the classroom teacher, Title I teacher, or classroom paraprofessional, as these individuals are available.
LD, ED, ADD:
Students with learning disabilities, emotional disabilities and Attention Deficit Disorder may become frustrated if they have difficulty comprehending the text and completing the assignment. The students can have extra time to complete their paragraphs. If they are required to complete all three paragraphs, they may need five-minute "brain breaks" after each one so they can return to the…
Mock Code Blue
each student's Purpose of Code Blue: his is signal given over hospital's intercom that a patient's heart has stopped (in technical terms, cardiopulmonary arrest). his can spell a critical moment when team of providers (i.e. 'code team') rush to resuscitate the patient. he color blue is often used to signify the emergency.
Mock Code Blue: would first discuss and instruct student through the steps then have them perform on a dummy and/or watch a video so as to reinforce experience.
If you're alone, call loudly for assistance, open the airway and assess for respirations. If you can't find any, ventilate twice. Place your fingers gently on the carotid vein and assess for a pulse.
Use a CPR mask and initiate CPR. Protect yourself throughout procedure from body fluids of patient.
2nd responder ascertains that code has been sounded, brings crash cart, and assists in CPR.…
The mock code is different to the real situation, so enjoy if you can.
D. Students practice on dummy and discuss performance.
E. Would append checklist ( code blue drill competency validation accessed at http://www.goodthinkinginnursing.com/pdf/code_blue_drill.pdf ) to students so that they can go over the situation and record their strengths and weaknesses when doing mock display.
Interdisciplinary Social Studies Lesson
Lesson 1: Women's ights Movement
This current lesson will satisfy the requirements set by the state in the standard, SS.S.11.02 Civics. Essentially, this introduces 11th grade students to the civic nature of democracy and the United States Government. The lesson will help students "outline and evaluate and analyze the origins and meaning of the principles, ideals and core democratic values expressed in the foundational documents of the United States (Ideals of United States Democracy)" (Teaching History, 2014). It is crucial within 11th grade to introduce students to the democratic process through examination of the nation's history. Students will be able to understand how laws are made and altered as they are needed based on a changing national population. The specific standard within this larger set that will be addressed is SS.O.11.02.01. Here, students will be able to "explain the reasons for amendments ratified since 1900…
Burns, K., & Barnes, P. (Director). (1999). Not for ourselves alone: The story of Elizabeth Cady Stanton and Susan B. Anthony. [Documentary]. PBS Home Video.
Danzer, G.A., Klor da Alva, J.J., Krieger, L.S., Wilson, L.E., & Woloch, N. (2008). The Americans -- Teacher's edition -- New York edition. USA: McDougal Littell.
Hilburn, Jeremy & Wall. Steven D. (2011). Concept-based interdisciplinary teaching: Science and social studies teacher collaboration for the 21st century. North Carolina Middle School Association Journal, 26(1), 1-10.
Irey, Doug. (2013). Social studies teaching is interdisciplinary and connects students to the world around them. Teaching Philosophy. Web. http://mrireyportfolio.weebly.com/social-studies-is-interdisciplinary.html
2ndGrade/Weather Lesson Plan
Weather: A Second Grade Thematic Unit
The proposed thematic unit is designed for a general education classroom at the second grade level. The suggested time frame is three weeks, but the unit could be either shortened slightly or extended by adjusting the number of activities. eading activities include shared reading and self-selected reading from a variety of books provided by the teacher. The book selection should include multiple genres and multiple reading levels. A suggested list is included. Writing activities engage students in the five stages of the writing process. Students will create a weather journal that includes their writing and a reading log. Students may also include notes about weather observations.
Instructional Focus: Grade 2
Literacy and Writing Standards for Pennsylvania
Met in this unit:
eading Informational Text: Students read, understand, and respond to informational text -- with emphasis on comprehension, making connections…
The teacher can select titles such as those suggested for a classroom library. The titles represent a mix of fiction, non-fiction and poetry. Some of the titles may be selected for read-alouds. When selections are shared this way with the whole class, the teacher should preface the reading with a discussion about reading strategies (e.g., setting a purpose for reading, tips for figuring out unfamiliar words), genre, and/or style.
Adamson. T. (2011). How do you measure time? Bloomington, MN: Capstone.
Barrett, J., and Barrett, R. (1978). Cloudy with a chance of meatballs. New York: Atheneum.
Breen, K., and Friestad, M. (2008). The kids' book of weather forecasting. Danbury, CT: Ideals.
Healthy Food for Healthy Living Lesson Plans
The theme I have selected for this lesson or class is healthy food for healthy living, which is an important topic given the increased in lifestyle diseases that are mainly brought by eating unhealthy foods. Generally, there are many things to learn from this theme, which culminates in promoting learning and development towards healthy eating. Through this lesson, children will learn which foods are healthy and which ones should be consumed in small quantities. Children will learn the food pyramid and obtain awareness regarding the need for every individual to consume nutritious food for healthy living (Krak & Schexnaildre, n.d.). This theme will be taught through creating lesson plans that include learning activities that are aligned with the curriculum and ensure all learning domains are taught.
My first activity for this theme is food group game. In addition to helping children learn about…
"Empowering Kids to Choose MyPlate Lesson Plan." (2011). USDA MyPlate. Retrieved August 4, 2015, from http://www.learningzonexpress.com/documents/EnergyEverydayforEveryone/MyPlateLessonPlans.pdf
"Healthy Eating Activities." (n.d.). Chapter 1. Retrieved August 4, 2015, from http://supportunitedway.org/images/chapters/ch1.pdf
Krak, J. & Schexnaildre, J. (n.d.). Healthy Food Makes Healthy Body. Retrieved August 4, 2015, from http://learningtogive.org/lessons/unit103/lesson3.html
lesson plan that was created actually accomplished what it set out to accomplish. In other words, are the students gaining expertise in recognizing new words, and are they able to use those new words to enhance their reading abilities? In order to determine the answer(s) to the above question a collaborative approach between the researcher and the teacher would be the best approach to follow, or at least the approach chosen by this researcher as the most appropriate one. That approach is a complementary methodology that can be used with the experiential approach that the researcher would also use. Designing an action research case study to determine improvements in reading levels would necessarily integrate both the collaborative efforts of the researcher as well as the experiential efforts put forth.
study (Brevetti, 2014) recently determined that new teachers "have few opportunities to navigate the complexities of becoming skilled in areas of…
A recent study determined that "the impact of poor writing skills also can be
substantial as students transition to the workplace" (Sundeen, 2014, p. 29) the lesson plan and assessment ultimately looks to assist the students in gaining not only reading skills, but word recognition and writing skills as well.
It is important, therefore, that the researcher use all the available tools to assist in helping these students gain those skills. One of the tools available is a graphic organizer that helps students conceptualize their learn There are a number of highly effective and easy-to-use graphic organizers on the market today, and most teachers and administrators are also quite capable of developing
lesson plan, which deals with aspects like value of play activities and developmental implementations in a chosen teacher-directed classroom task. Tailoring of lessons to meet individual student's needs in keeping with developmentally-suitable practices will also be addressed.
Grade Level: 5th
Art, Language Arts, Science
Activity Name: Word Play Fun/Teacher-Directed
Learning Domain/Educational Standards
110.15.b English Language Arts & eading Knowledge & Skills (Word Play Fun ... Not Your Ordinary Literary Masterpiece, n.d.)
Comprehension/eading of Sensory Language/Literary Text.
Students grasp, arrive at conclusions, and make deductions regarding the way in which sensory language of an author constructs imagery in texts by offering textual evidence to substantiate understanding. They are required to recognize the application of metaphors and similes, by the author, for creating imagery.
Students make use of writing elements (conception, outlining, revision, proofreading, and publishing) for composing text.
16) Writing/Literary Texts.
Students compose literary texts for…
Adkins, M. (n.d.). ESL Teachers Board, English as a second language, ESL job overseas, ESL teachers, free ESL materials, free list of international ESL schools. Learn English free. Assistive Technology Tools for ESL Students. Retrieved October 8, 2015, from http://www.eslteachersboard.com/cgi-bin/tech/index.pl?read=49
Brantley, H., & Washington, S. (n.d.). ERIC - Education Resources Information Center. ERIC - Using Higher Level Questioning as a Method To Improve Evaluation of Language Skills, 1990. Retrieved October 8, 2015, from http://eric.ed.gov/?id=ED315772
(n.d.). California Lutheran University. Adaptations for English Learners. Retrieved October 8, 2015, from http://public.callutheran.edu/~mccamb/adaptationsforELs.htm
(n.d.). Free Lesson Plans For Teachers, By Teachers -- LessonPlansPage.com. Word Play Fun ... Not Your Ordinary Literary Masterpiece!.Retrieved October 8, 2015, from http://lessonplanspage.com/word-play-fun-not-your-ordinary-literary-masterpiece/
Progression from Key Stage 3
For the 2005-year the building on strategy training initiative and material were for the purpose of increasing the rates of progress among students as well as studying how the "core subject departments can enable more pupils to progress two levels across the key stage. In order for formative assessment to occur it is critical that students have a good notion of the intentions of learning for each lesson. The Learning Intention is that which students should know or understand upon completion of the learning of the child.
Stated in the work of, ccallum & Charles (2000) is that, "Overall, teachers feel that their teaching has been positively affected by the strategies and their children are more focused, more confident and more self-evaluative, with, in many cases, noticeable improvement in their progress attributed directly to this project. Our interviews with children indicated that they have…
Macaulay, Kathryn (2005) Lesson Plans Key Stage 2 and Key Stage 3 English, Geography and design Technology Online available at www.bedforhigh.co.uk
Good assessment in secondary schools (Ofsted, March 2003) Online available at http://www.teaching-resource.co.uk/teachers/afl.htm
Education Teaching Methods
A major challenge that the majority of English language learners will face is difficulties understanding new concepts with the various forms of verbal communication. Part of the reason for this, is because many people will often have to deal with issues associated with: the differences between English and their native language. At the same time, they will have to address challenges such as: cultural assimilation and adjusting to changes inside their new schools. This is problematic, because if some kind of lesson plan is not created to address these challenges many students will often become frustrated with the educational environment. Once this occurs, it means that they can begin to: lose interest in the subject matter and they will have more difficulties in adjusting to the various challenges that they are facing.
As a result, a number of different theories were developed over the years that were designed to…
Lesson Plan, 2011.
My Notes, 2011.
Carter, R, 2001, The Cambridge Guide to Teaching, Cambridge University Press, Cambridge.
Fathman, A, 2006, Science for English Language Learners, NTSA Press, Richmond.
Language Objectives: 1) Students will develop key vocabulary of farm animals.
2) Students will be able to exchange and discuss information
3) Students will verbally identify animals from sight to their partners.
animal, barn, chicken, cow, duck, egg, goat, farmer, horse, pig, sheep
Book: The Big Red Barn by Margaret Wise Brown.
Animal picture worksheets, coloring instruments
Preparation Scaffolding Grouping Options
_yes__ Adaptation of Content _yes__ Modeling _yes__ Whole Class
_yes__ Links to Background _yes__ Guided practice _yes__ Small Groups
_yes__ Links to Past Learning _yes__ Independent Practice _yes__ Partners
_yes__ Strategies Incorporated _yes__ Comprehensible Input _yes__ Independent
Integration of Processes Application Assessment
_yes__ Reading _yes__ Hands-on _yes__ Individual
_yes__ Writing _yes__ Meaningful _yes__Group
_yes__ Speaking _yes__ Linked to objectives _yes__ Written
_yes__ Listening _yes__ Promotes engagement _yes__ Oral
Introduce Concept and language objectives
Preparation: Introduction of visiting farm animals:…
Integrated Curriculum Analysis
A teacher's main objective usually centers in arousing the curiosity of the student enough to engage them in the process of learning. Engagement can often lead to enthusiasm, and enthusiasm leads to learning. One of the most effective methods of engagement is through the use of real-world tasks. Francom & Gardner (2014) determined that many of the recent models of learning provided instruction center learning that incorporated real-world tasks and problems that support the transfer and application of knowledge. The writer Howard Hendricks said "What is important is not what you do as a teacher, but what your students learn as a result of what you do." Students in today's educational environment follow the teacher's lead but collaborate much more with other students than in previous generations. A teacher must understand that collaboration and use it as well as the available technology to ensure that the students…
Francom, G. & Gardner, J.; (2014) What is task-centered learning? TechTrends: Linking Research & Practice Learning, 58(5) p. 27-35
Howard Hendricks Quotes." Quotes.net. STANDS4 LLC, 2014. Web. 26 Oct. 2014. Retrieved from http://www.quotes.net/authors/Howard%20Hendricks
Hutchison, A., & Reinking, D. (2011) Teachers' perceptions of integrating information and communication technologies into literacy instruction: A national survey in the U.S. Reading Research Quarterly, 46(4), 308 -- 329.
Nielsen, C.; DeFranco, J.F. & Malm, E.; (2015) Math, science and sustainability-enhanced career and technical education, Techniques: Connecting Education & Careers, 90(3) pp. 50-55
New Vocabulary Terms to review: ethanol, corn stover, hydrolysis, cellulose, hemicellulose, carbohydrates, polysaccharide, starch, saccharide, glucose, enzyme, salivary amylase, cellulose, colorimeter, cuvette, concentration, absorbance, wavelength, nanometer, fermentation, renewable resource, non-renewable resource
National Standards Met:
Science Content Standards: 8-12
CONTENT STANAR A: Science as Inquiry As a result of activities in grades 8-12, all students should develop: 1) Abilities necessary to do scientific inquiry, 2) Understandings about scientific inquiry
CONTENT STANAR B: Physical Science As a result of their activities in grades 8-12, all students should develop an understanding of: 1) Structure of atoms, 2) Structures and of properties in matter, 3) Chemical reactions
CONTENT STANAR C: Life Science- 1) understanding of the cell
CONTENT STANAR E: Science and Technology -As a result of their activities in grades 8-12, all students should develop: 1) Abilities of technological design, 2) Understandings about science and technology
CONTENT STANAR F: Science in Personal and…
Design for Degradation - Chemical products should be designed so that at the end of their function they break down into innocuous degradation products and do not persist in the environment.
Real-time analysis for Pollution Prevention - Analytical methodologies need to be further developed to allow for real-time, in-process monitoring and control prior to the formation of hazardous substances (The Twelve Principles of Green Chemistry, 2010).
Teacher Prep: This module focuses on the production of sugar (glucose and maltose) from cornstarch. The lesson is inquiry based, and is well set for inclusion into the curriculum for chemistry, biology (ecology), or basic physical science. The first lesson from this module relates glucose production from cornstarch to ethanol fuel production from corn stover. Another lesson uses a calculator-based colorimeter interface from the Vernier Company to quantify the hydrolysis of starch to sugar by salivary amylase. In this lesson saliva is added to a starch solution containing a couple of drops of iodine. Light initially doesn't pass through this solution. If the absorption decreases after the addition of the saliva, this means more light is passing through and the starch is being hydrolyzed (broken down into maltose and glucose). The third lesson again uses colorimetry but
Summer Bucket List
Concept/topic: This lesson plan will focus on allowing students to design their wish list or "Summer Bucket list." It will allow for sharing by students reading aloud their Summer Bucket lists. It also promotes writing and reading as students will be asked to proofread what they wrote as well as think of fun ideas to add for their Summer Bucket list.
Objectives are to ask questions of how they would want the activities on their Summer Bucket lists to be performed, the reasons behind them, who they may want with them.
Practicing oral delivery of information from reading aloud in class.
Participation with their peers as they may ask and share with other students their own experiences and ideas when selected students read aloud.
d. Arizona State Standards (CCSS) (Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding…
Azed.gov,. (2015). English Language Arts Standards. Retrieved 14 July 2015, from http://www.azed.gov/standards-practices/englishlanguageartsstandards/
Bauer, J. (2007). Butterfly life cycle. New York: Scholastic.
Price, D. (2012). Second grade lesson plans. [S.l.]: Price World Publishing.
Digital Camera: Lesson Plan
Students will learn how to use a digital camera in an age-appropriate way.
Students will be able to identify steps in using a digital camera.
Students will be able to identify parts of a digital camera necessary for use.
Students will be able to describe camera.
Students will understand special uses for digital camera -- why it is different from other varieties of cameras.
Students will be able to use digital camera to creatively express themselves, within their own personal desires and artistic limits, abilities, and desires.
Include the grade or age level of the students to be tested.
Grade five, ages 9-11.
Describe the unit of instruction.
Introducing hands-on learning methods in the visual arts and computer science.
List the five objectives again, and to the right of each specify the level of Bloom's Taxonomy of Cognitive Skills to which it corresponds.
Students will be…
Bloom's Taxonomy."(2004). Adopted from Bloom, B. (1956) Taxonomy of educational objectives. Retrieved on July 1, 2004 at http://www.nwlink.com/~donclark/hrd/bloom.html
General uses for your digital camera."(2004) Retrieved on July 1, 2004 at http://www.semo.net/suburb/mgilmer/digcam/general.htm
Lessons Plans for Teaching Baroque Artwork
Lesson Plan 1: Overview of Baroque Style Painting
Teacher Activity Description
Student Activity Description
Instruction Inquiry: A description of the learning activity and its objectives will be provided.
Teacher introduces the Baroque style of painting and describes the historical period in which it was most influential (early 16th century through the early 18th century) (Engel, 2012). For instance, according to Engel, "Baroque was generated when Italian art, as based on corporeal, exterior activity, aligned itself to northern or Germanic art with its emphasis on interior, psychological movements" (p. 3). In sum, Baroque paintings are characterized by several features, including dynamism (e.g., there is a sense of motion discernible in the artwork) that is complemented by distinctive artistic effects such as (a) strong curves, (b) elaborate decoration and (c) diminished lighting effects (Baroque painting, 2015. There were some regional difference in style, though,…
Baroque painting. (2015). Essential Humanities. Retrieved from http://www.essential-humanities.net/western-art/painting/baroque/ .
Engle, U. (2012, December). Riegl on the Baroque. Journal of Art Historiography, 7, 1-5.
Gatchev, G. D. (1987, September). Baroque in the Slav countries. UNESCO Courier, 21(1), 46-50.
Martin, J. P. (1977). Baroque. New York: Harper & Row.