What You Say: Language Context Matters Resource ID#: 56900 Primary Type: Lesson Plan This document was generated on CPALMS - www.cpalms.org In this lesson students will analyze three texts (Amy Tan's "Mother Tongue," Richard Rodriguez's "Se Habla Espanol," and Zora Neale Hurston's "How it Feels to be Colored Me") looking at language, tone, and style. Students will be scaffolded through use of graphic organizers and a Socratic Seminar to culminate in an essay about tone. Subject(s): English Language Arts Grade Level(s): 9, 10 Intended Audience: Educators Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector Instructional Time: 5 Hour(s) Resource supports reading in
Textbook Analysis Essay Teresa Blosser EED-465 8/21/2015 1 The table of contents at the beginning of the textbook allows the students to see what they are going to be learning about in each unit. There are two or three chapters in each unit. Each of the units has a theme of people or themes and for every chapter. Each unit has a section telling you what you can learn in this unit. assessments, online textbook quiz, critical thinking page for understanding the skills they learned, chapter review with questions to answer, and standardized test practice.
The Checklist is based on the rubric that will be used to grade the final draft. Copies of the Checklist and the rubric are attached. Read over the Checklist and the rubric before you submit your draft to your teacher. The first draft assignment is worth 120 points, so be sure your draft includes everything in the Checklist. For example, one of the Checklist items states, “The research paper has an introduction.” If your draft has an introduction, you will receive 10 points.
Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
Fundamental Reading Ralph Washington EDU 371 Phonics Based Reading & Decoding Jennifer Hanson October 8, 2012 This week’s lesson started with me reviewing some of the sounds from last week. In order to read, we must first know and understand the sounds of the letters. After our review we began with lesson 3 and began to work with our grapheme sounds. These are sounds that are represented by a letter or group of letters that make up one sound such as “ch”, “sh”, and “th”. By using these shortcuts we were able to slide the sounds together to make words and begin our reading process.
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.
School:_______________________ Grade 11 Teaching’s name: Vương Thị Chánh Date:__/09/2012 Period 45 LESSON PLAN Textbook: Tiếng Anh 11, Unit 8 (CELEBRATIONS) A. Reading I.Objectives: By the end of the lesson Ss will be able to: * develop such reading micro-skills as scanning for specific ideas, skimming for general information, guessing meaning in context, and dictionary skills. * deciding on True or False statements. * use the information they have read to discuss the topic. II.Mareials: Textbook,handouts.
A. Contextual Information for Case Study 1 1. Elements of a Learning Experience in a Unit Grade: Third Content Area: Language Arts Subject Matter: Reading and writing Time Period for the Learning Experience: Two 30-minute sessions in two consecutive days State-adopted Academic Content Standards for Students Reading: Comprehension and Analysis of Grade-Level Appropriate Text 2.5 Distinguish the main idea and supporting details in expository text Writing: Organization and Focus 1.1 Create a single paragraph: a. Develop a topic sentence b. Include simple supporting facts and details Learning Goals for the Learning Experience Students will be able to do the following with a focus on reading and writing: • Identify the main idea of an expository text • Identify three supporting details from the expository text • Summarize the expository text using the main idea and three supporting details in one paragraph Instructional Resources Available • Age-appropriate expository text and writing journals 2. Class Description Students are in a self-contained third grade class.
The Taking a Test? Take a Breath assignment is worth 20 points. Be sure to contact your teacher if you have any questions about revising your project. Your teacher is there to help you. Project Instructions 1.