If they do not have a Red Lion hoodie or sweatshirt just dress them in layers. Homework: Monday: Bible- Write Luke 2:26-29 four times each Science- 5A: Complete vocabulary Cards on the seven forms of energy 5B: Study Key Vocabulary for Quiz Tuesday: Bible: Study Luke 2:26-29 Social Studies: We the People- page 108 #1-6 Science: Study the types of Radiant Energy in order Wednesday: Study for Science Quiz on Thursday(Students should know the types of Radiant Energy in order and key vocabulary: radiant energy, ultraviolet rays, opaque, translucent, and transparent) Study pgs.B91-B95 in Science Textbook Thursday: Study for Bible Quiz on Friday Friday: Study Bible Memory Verse Luke 2:30-33 Important Dates: 12/1- Progress Reports 12/2- Science Quiz 12/3- Bible Memory Verse Quiz 12/7- Elementary Christmas Program at 7 pm and Jeans for
1) COPY/PASTE YOUR NOTES ON FATHER AND CHILD INTO THE PARAS AT THE BOTTOM OF THIS DOC 2) WRITE THESE TWO PARAS 3) ADAPT ALL FOUR PARAS TO THE QUESTION 4) READ PARAS OUT LOUD, SLOWLY. FIX THEM. 5) DO THIS AGAIN 6) AND AGAIN… 7) ARE YOUR PARAS ANSWERING THE QUESTION? 8) DELETE ANYTHING THAT ISNT ANSWERING THE QUESTION 9) REALLY, DELETE!! 10) DUE FRIDAY SO EMAIL TO RACHEL BY WEDNESDAY SO SHE CAN REPLY WED SOMETIME AND YOU CAN FIX ON THURSDAY.
“HOOTING LIKE AN OWL”: Integrated Unit Erica Priscella RDG 530: Curriculum Constructs-Reading and Language Arts July 16, 2012 Dr. Toni Vrdoljak Table of Contents Cover Page……………………………………………………………………………1 Table of Contents……………………………………………………………………..2 Introductory Information……………………………………………………………...3 Cross-curricular chart…………………………………………………………………5 Annotated Bibliography………………………………………………………………8 Lesson Plans Phonics/Physical Education………………………………………………….10 Vocabulary/Science…………………………………………………………..13 Fluency/Math……………….………………………………………………..29 Comprehension/Social Studies………………………………………………38 Writing/Art…………………………………………………………………..49 Bibliography…………………………………………………………………………54 Introductory Information Unit Title: “HOOTING LIKE AN OWL” Unit Focus: OWL Unit Length: Three to four weeks Unit goal: The goal is introduced students to owls and their life cycle. The owl unit will focus on the five main aspects of Reading and Language Arts while incorporating the lessons into different content areas. The goals and objectives for each lesson plan are listed below. Lesson Plans Phonics/ Physical Education Lesson 1. Students will say the beginning sounds of words with 100% accuracy and place them correctly under the right alphabetic letter.
Earlier in the week, they had read various articles on this topic. When there were about 20 minutes left of class, McGuffin gave the students the opportunity to either start working on their thesis statements and intro paragraph, or to participate in a discussion to get more ideas about what to write about and to better understand the essay prompt. There were about five students who chose to start writing while the other students wanted help on deciding what to write about. By giving the students this option, McGuffin made it possible for certain students to seek help without holding back the students who already knew what they wanted to write about and were ready to get started. McGuffin’s classroom is situated with four rows of four desks on the right side of the room, and four rows of four desks on the left side of the room.
Year 12 English – Term 1 Holiday Homework Section 1: Students need to complete 5 separate dot point essay plans for The Reluctant Fundamentalist and write one (or more) full essay to be handed in at the beginning of Term 2. Section 2: Students also need to collect resources and information (in a scrap/workbook) for their chosen Issues Oral topic (at least 5 current/relevant media articles). The 5 articles will also be checked first class back in Term 2. Section 1: Reluctant Fundamentalist - Mohsin Hamid Practice ESSAY TOPICS 1. ‘Despite the use of first-person narration in The Reluctant Fundamentalist, Changez remains a stranger to us in the novel.’ Do you agree?
IN-SERVICE CERTIFÍCATE IN ENGLISH LANGUAGE TEACHING COMPONENT 1 – LANGUAGE FOR TEACHERS TASK 4- Focus on the teacher's language The students that I worked with were in the 6th grade here at the private school Instituto Cenca,S.C. The class consisted of 25 students between the ages of eleven and twelve .They are all level between level A2+ and B1, and they are able to communicate with other people. The lesson that I decided to do in my class was about The Avengers. During class, I had my students portray certain Heroes. The way that they portrayed these characters was through a small script they presented in front of their classmates.
Teaching and Learning Resources p.1 tlr.nationalstrategies.dcsf.gov.uk Essay on ‘The Adventure of the Speckled Band’ Assessment focuses: AF2, AF3, AF4, AF7 Context This evidence, written early in the year, comes from a sequence of work in which the class read and discussed several short stories involving mysteries. In small groups, pupils chose a story, researched its author and planned an essay on how the writer created a sense of mystery. They then wrote the essay individually. The teacher provided some questions and prompts to help pupils organise their work. Pupil's work © Crown copyright 2011 Teaching and Learning Resources p.2 tlr.nationalstrategies.dcsf.gov.uk A pupil's answer on: How does Arthur Conan Doyle create a gripping mystery in 'The Adventures of the speckled Band' The pupil has written:'The Adventures of the speckled Band'written by Scottish writer named Sir Arthur Conan Doyle was one of the most popular Sherlock holmes stories ever wrote.
“Perfect Mate” Comparison-Contrast Essay Assignment (50 points) Write a multi-paragraph comparison-contrast essay about the similarities and differences of your idea of the perfect mate and your parent/guardian’s idea of a perfect mate for you. Additional information about creating a comparison-contrast essay can be found in your textbook on pages 248-250. The handwritten rough draft of the comparison-contrast essay assignment is due at the beginning of class on Tuesday, April 10, and the final typed draft of the comparison-contrast essay is due on Tuesday, April 17. Student questionnaires, parent questionnaires, rough drafts, and peer evaluation forms will also be turned in with the final paper. (Remember, the rough drafts should demonstrate revision and editing.)
Write a description of what you see in the class session from Talking to the Text (WestEd, 2001). “Talking to the Text” – A Description “Talking to the Text” (WestEd,2001), is a five minute audiovisual recording in which Ms. Rita Jensen presented a lesson to her seventh and eighth grade English Language Development (ELD) class. The objective of the lesson was to analyze the poem “Old Man” by Ricardo Sanchez, by way of “talking to the text”. The video showed the classroom as a print rich environment in which seating was arranged in collaborative groups. The teacher and students were properly attired and were ready to begin the lesson.
This results in poor performance on assessments. I have decided to implement small group math stations to test whether small group instruction will improve student performance on assessments. Description of Intervention Over the past two months I implemented small group instruction for all students in math to determine the effects of student performance and attitude towards small group math to research the following question: What is the effect of small group instruction in mathematics on student performance and overall attitude? During my math block I began on Monday with a whole group mini-lesson followed by math stations that I have named M.A.T.H. which consists of various skills and repeated practice.