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.
There they would "scratch" the lottery tickets, drink screw-drivers, and watch television. On occasion these lottery tickets would yield modest rewards of two or three dollars, which the pair would then "plow back" into the purchase of additional lottery tickets. According to Pearsall, the two had been sharing D.C. Lottery tickets in this fashion since the Lottery began. December 16, 1982, Pearsall and Alexander visited the liquor store twice, buying their normal "package" on each occasion. The first package was purchased when the pair stopped at the liquor store on the way to Alexander's home from the Metro station.
|questions to the students t check for a better | | | |understanding. | |Teach Prior Knowledge |KWHL chart: After reading a short passage about|Bring small groups of students back to the back| | |a subject they are learning in class. Using a |reading table and go over these charts with the| | |regular sheet of paper fold the paper in four. |students. Make sure each student has filled out| | |At the top of each section write one letter in |the chart completely and answer any questions | | |it, K (What the students knows already)
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.
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.
Students will discover by looking as word choice and sentence structure how language styles Diction and Syntax from Civil have changed over time. After the reading lesson, students will write two RAFTs in the style of the times to show their War Times to the Present: understanding. In this lesson, students will read and analyze literary devices used in Edgar Allan Poe's "The Masque of the Red Death." They will read the first part of the story with support and modeling from the teacher, the next part in small Creating Suspense Lesson 1: groups, and the final section on their own. Students will examine Poe's use of imagery, foreshadowing, simile, Analyzing Literary Devices in personification, symbolism, and characterization.
* TTW explain to students that they will need to pay attention o the story so they can know what colors to mix. Procedures * TTW instruct the students to gather around the carpet sitting in their assigned spaces, criss cross apple sauce with hands in their laps, and with their listening eyes and ears. (1 min.) * TTW begin reading the story (10 mins) * TTW then discuss the story with the students afterwards. (5 mins) * TTW ask students to predict what they think they will happens to the colors (2 mins) * TTW break students into groups and have them sit down in their assigned spots (5 mins) * TTW explain to the students that they are going to do a mixing color activity ( 5 mins) * TTW pass out each child a bag of shaving cream, and a sample of two paint colors ( 5 mins).
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.
The meeting begins with introduction’s by the team coordinator, special education teacher, general education teacher, parents, the student, the school psychologist, a representative from the middle school that the student will be attending, a note taker, and the assistant principal who is the representative for the school district. The committee has provided drafts for the parents and other members of the group. They
Next, the teacher will hand out the math notes, so the students can follow along. Having math notes that students can keep in a binder and refer back to is real helpful in math. Next the teacher will ask the students to think about how many problems are on their normal math test, this number will be the bottom of the fraction. Then the teacher will ask the students for a number to put in the numerator place. Now that we have a fraction the teacher will show them how to find the percent by making an equivalent fraction.