I have the students get into their groups and hand each group a topic- food, dress, traditions, religion, or trade. I have each topic on an index card and have the groups pick a card to get their topic. I instruct the students to search online and find three facts for their topic. I hand out the Navajo Culture handout for them to fill out as they conduct their research. This handout has one column for the Navajo Indian's culture and one column for the students' culture.
Week of : Nov. 12-16, 2012 Teacher’s Name Camellia Staab Course name & number English 135 Hours course is taught 1,2,3,5,7 Resources/ Materials Objectives Monday 11.12.12 No SchoolVeterans Day Tuesday 11.13.12 Students will engage in writing a simply organized short text based on teacher generated prompt Activities Assessments Homework CCSS Students will identify the different qualities of characters from Of Mice And Men and note what techniques of characterization were utilized by the author to convey those traits Wednesday 11.14.12 Students will engage in writing a simply organized short text based on teacher generated prompt Students will analyze and explain the significance of the essential elements
Classroom management, engagement, and motivation NBT1 Task 1 Amanda Gray Scenario 2. Mr. Collet has a 3rd grade classroom homework procedure that promotes practices with positive social interaction. He has developed a plan that allows each student to get homework in the time frame designated. He has created a procedure and has given each student and parent a printed handout that gives details on how the system will work. The students also have a daily planner that allows them to record daily homework entries.
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
• If the desired message comes across effectively, might there be any consequences for the receivers? For society as a whole? In-Class Activity: Break students into small groups of 3 or 4, and ask each group to elect a recorder and a presenter. Teacher comes prepared with several ads from magazines, newspapers, etc. for students to analyze.
Stimulate thinking. Referral to timeline History Wall in the class made by the students. Ask questions to inform journal writing. | Teacher Introduction to lesson activity.Student Handouts given.Student to read last instalment of Pioneering Pommies of 1910. P38.Ask students to come and ask questions if needed.
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
Retrieved from http://search.proquest.com/docview/212146292?accountid=458. This article is from a journal that focuses on technology and how it assists in the educational field. This particular article focuses on how special education teachers use technology in their classrooms to help their students. This article discusses ways various special education teachers have used technology to help their students overcome their disabilities. Lewis, A. C. (2007).
AP Psychology Summer Assignment Hello AP PSYCHERS! The purpose of this summer assignment is to get you ready for the fast pace at which we travel through the AP Psychology curriculum; get you all set with Edmodo registration (already completed, or you would not be able to see this! ), and to become familiar with not only the AP Psych textbook website we use at LRHS, but also to know a bit about what psychology is, where it came from, and it’s history as well. DIRECTIONS: 1) Go to http://bcs.worthpublishers.com/myers7e (corrected Textbook Website). 2) Register as a student user using the name you wish me to call you in my class.
The student that has a calculator always keeps it on top of his table, and the paraprofessional is constantly reminding him to use it. The students who have answers recorder sit at the same table; they are also next to a computer station where they can type their responses and print them out. The set of twins are seated away from each other to promote individualism. The students always receive modifications during instructions and for homework. The paraprofessional and special education teacher send examples of what the students are learning.