Wicker’s Weekly Newsletter November 29- December 3, 2010 Bible: Memory Verse : Luke 2:26-29 (Quiz on Memory Verse on Friday, December 3, 2010) Students will be learning Luke 2:26-35 to recite on December 17th at Grandparents’ Day Chapel. We will learn it in three sections. They will only have to write the section they have memorized on a particular week for their Bible verse quiz. 26It had been revealed to him by the Holy Spirit that he would not die before he had seen the Lord’s Christ. 27Moved by the Spirit, he went into the temple courts.
T prepare a handout with a network of the word Celebration. Divides the class into 8 groups and give each group a handout and ask them to complete.Dicussing Tet holiday-T asks the whole class to look at the picture on page 90 and discuss 3 questions in pairs.-T goes around to offer help.-Call on some Ss to present their answers-Gives feedback if necessary.Pre-teaching VocabularyShould only teach the words which do not appear in Task 1( pictures).-If there is some time left, asks Ss to make sentences with the new words.Task 1. Instruction: Find the meaning of the words. You can also use the dictionary.-T writes these words on the board.-Then T instruct Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings.-Feedback and give the correct answers.Task 2.Instruction:you are to read the passage and decide whether the statements are true or false.-T asks Ss to work individually to do the task and discuss their answers with their pairs.-Call some Ss to give their answers and ask them to explain their choices.-Give the correct answers.Task 3.Answer the seven questions in the book.-T asks Ss how to do this task.-asks Ss to do the task individually, then discuss the answer with their friends.-Calls on some Ss to answer.-Feedback.T asks Ss to work in groups to tell each other about their last Tet holiday. Asks SS what verb tense (simple past) they should use.T goes around to help Ss when necessary.Calls on some Ss to report their ideas to the class.Feedback-Summarise the main points -Assign homework | GroupworkPair workWhole classWhole classIndividual work and pair work.Whole classIndividual work and pair workGroup workWhole class
What did Jeremy have to do for one month? ← Jeremy had to read out loud for two hours a day to Mrs. Dubose for one month. 7. As a reward for completing their first day's session with Mrs. Dubose, what did Atticus bring the kids? ← As a reward for completing their first day’s session with Mrs. Dubose, Atticus brought the kids two yellow pencils for Scout and a football magazine for Jem.
LESSON PLAN Lesson:1 Date: Monday January 24, 2011 Client’s Name: Hannah Rodrigue Tutor’s Name: Denise Watkinson | FOCUS OFLESSON | GOAL/LEARNING OUTCOME (3-4) | MATERIALS REQUIRED | KEY READING COMPONENT(S )TO COVER | INTRODUCTIONTime :10-15 minutes | -Client Reading Interest Survey -San Diego Quick Assessment/ Graded Word List | -see what the client is interested in and the reading level which they are at -identify words being asked | -survey -san Diego instructional worksheet and instructional sheet | -want to see the reading level which the client is at, and what are their interest -build relationship with the client | MIDDLETime: 25 – 30 minutes (Includes BREAK) | - Read a book which Client brought
AP English Language and Composition Summer Reading Instructions The mandatory summer reading for AP English Language and Composition is based on the 2003 book by Thomas C. Foster entitled How to Read Literature Like a Professor (ISBN: 006000942X). Students are responsible for securing a copy of the book on their own. It can easily be purchased online or at a local bookstore, but sharing amongst peers is encouraged. Students should read the book in its entirety, and then complete the assignment outlined below. It is imperative that both parts of the assignment be completed by each AP Lang student and turned in to Mrs. Rickard on the first day of school.
John said “I’ll trade A, B, and C for a lip of chew.” John taught Sarny a new letter every night. Towards the end of the book, she had learned multiple words, and there spelling. In “Pit School,” Sarny said “I took to making words in my head with them. Made HID. And FIB.
Rosa Milagros ECE 115 Susan Henning 3-10-2011 Library Report Piggyback Songs to Sing: This is a book of songs that include music for each season of year with pictures in it. It also has pictures of sign language, followed with very simple and clear directions. I will use this book not only to learn new songs as part of my curriculum but to learn about different times of the year. I will
He said, “If students could only get their hands on some caffeine, then maybe they would be able to stay awake in those class hours that are so early in the morning. All they would need to do is put $1.25 into the machine and then select their choice of pop and voila…their ready for the day!” The gods and goddesses thought this idea over for a few minuets and decided that this could possibly work. Within a week pop machines were placed in every school across the world. Students and
Rebecca Elliott Lady Bug Craftsmanship April 30, 2015 First Grade Approximate Time: 30-45 minutes Materials Needed: Large white paper, rep paper strips, black strips, various colored paper, Sharpie, white paper, scissors, glue, googly eyes Anticipatory Setting: Mentor teacher will read “The Grouchy Ladybug’ to the first grade class I will be teaching, the class before to get them familiar with lady bugs and excited about the project. Objective: Students will assemble their ladybug project after having ‘The Grouchy Ladybug’ read to them, with the assistance of the two teachers. Instructional Input: I will first have all my student’s seated/ standing around the U-shaped table in order to see my demonstration. I will start out with the
Third, texting my friends in between classes and mostly do it at home and you would imagine how long teens text each other now a days. Fourth, I would work on Botany’s garden during Botany class working on my designing, measuring and labeling. Lastly, I work out for about an hour at the fitness center at South High School. I would jog around the building, do some core and abs workout after, lunges, burpees, and then stretch then go home. Time I spent on eating is 30 to 40 minutes.