If you need extra help, you may call me. First, | | |write your name on the paper. Second, find the first page and draw a picture of something you enjoy doing with| | |your family. | | Assessment: |First the teacher introduces the story. Second, have the students write down a few of the challenging words | | |they may struggle with in the story.
This means that they ask the class and as students put their hands up; they take ideas and record them on the board. Meanwhile, all the other students record the quotes and interpretations in their own books. 6) Do the same for all the quotes/statements. At the end of the lesson, pupils should have two ‘thought showers’ and should be familiar with images of darkness and light in Of Mice and Men. 7) In the plenary session, or even through an essay, they should consolidate all that they have learned on this.
Summary-Critique of Professional Journal Article A Lesson Cycle for Teaching Expository Reading and Writing Jessica Harvie Southeastern University Research-Based Practices of Reading and Writing Instruction EDUC 5433 October 12, 2013 Dr. Janet Deck The two newly credentialed English teachers taught a five week long summer course educating 30 sixth graders and 31 seventh graders. The goal for these students was to be promoted to the next grade by the start of the next school year. The teachers taught study and English skills to these California middle school students who were required to attend class in order to be promoted. The participants were comprised of 20 sixth grade males and 10 females which included 21 Latinos and 9 white, non-Latino students. The seventh grade population consisted of 20 males and 11 females of which 19 students were Latino and 12 students were white or non-Latino.
Series of this type of prompting encourages organization and constructive skills. Finish the lesson with a pencil drawing, adding color with Crayons. | The teacher chooses a ‘Starfish Student’ for the week. Each student writes 4-5 sentences explaining why the student deserves to be the Starfish. This includes a colorful picture to embellish their personal thoughts.
I check for understanding and try to engage my ELL students to actively participate in the lesson. When they are done, I then ask each group to share their fact sheets and for the rest of the class to fill out the Navajo Culture handout on the board from what they learn from their classmates. When each group has presented their fact sheets, I instruct the students to fill out the other part of the Culture handout with their own culture. We then put those answers on the board. I instruct the students to put away their worksheets until tomorrow and project cloze sentences with the new vocabulary.
Adding to this, the pronunciation of their words has to be clear, loud, and slow insuring their pupils understand what they have to do without any problems whatsoever. For example, when we are in class, the teacher has to conduct her lesson in a manner which we all can understand; this is done in a clear, loud and slow way. When using verbal communication, teachers use a variety of questions to their pupil to get them involved in the lesson and to find out more about them. For example, a teacher every so often gives out homework assignments, when the homework is due; the teacher asks the pupil “have you done your homework?” The student will then answer. Another example of this is, when a teacher is conducting a lesson the teacher will test a pupil by asking him/her a question about the work.
In the listening assessment I can see how well students are pronouncing words in terms of breaking down the word using syllables. When the student repeats the words that he or she heard from the audiotape, I will be able to see how well they are coming along in listening and repeating, breaking down words to pronounce them correctly and trying to spell the words based off of how they sound. In the flash card assessment, I can see how well the students are coming familiar with the short “a” and the long “a” sound. Students will understand how words are spoken and spelled by knowing the long and short vowel sounds. I can monitor this by changing the words and the vowels at any given time.
Learning Scenarios Byron Stallings EDU 490 Interdisciplinary Capstone Instructor: Benjamin Hegedish January 7, 2013 Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator James is a first year English teacher in a low-income high school outside of a major metropolitan area. His students are of diverse backgrounds and equally diverse learning styles. As part of his opening unit, he is preparing to teach his class about the tools that authors use to make their writing more engaging. He decides to focus on symbolism, metaphor, and simile. He has already developed a vocabulary handout that defines each word and includes examples, but when he does
Objectives: After this lesson the student will know how to use descriptive words in stories they write to make the story more interesting to the reader. They will write a story using these words. 2. Materials • Writing paper • Pencils and erasers 3. Standards: o Language Arts-Writing: Uses the general skills and strategies of the writing process; Uses the stylistic and rhetorical aspects of writing o Language Arts-Viewing: Uses viewing skills and strategies to understand and interpret visual media o Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
By using these shortcuts we were able to slide the sounds together to make words and begin our reading process. I had my student to take the shortcut “ch” and “sh” and call out words that have those sounds in them. I was really surprised that she related the sounds to the names of our family members first and then was able to come up with some words from her