The objective “Analyze symbolic meaning in visual and print based texts”, was graded through an informal assessment of class discussion. It was also met in a formal assessment of evaluating the summative analysis of the students Voice Thread project, which uses a rubric based on the students’ use of visual aid, colors, expressions, and connectivity to the text. The teachers second and third objectives to, “Evaluate the analyses of their peers” and “Use new media tools to participate in digital conversations”, are tied to the same assessment of whether or not the students provided feedback to their peers that explored different perspectives and promoted questions and if they responded digitally through the website
During the lesson, students can utilize graphic organizers to identify, organize and assimilate key concepts and related details. A graphic organizer encourages students to actively seek out important details and helps filter out the non-crucial information. Students are forced to focus in on the areas of information that are important and in the process of filling out the organizer students are then able to make important connections between details. It also provides an outline that organizes the lesson information into a logical pattern making even more sense of the content increasing the student’s comprehension. Another benefit of utilizing a graphic organizer during a lesson is that it gives the
Course work covers how to develop effective communication skills, both oral and written, the effects of nonverbal skills and how to refine your listening and hearing skills. Students will learn good customer service/satisfaction skills, how it affects your job/career. Students will explore problem - solving techniques and customer satisfaction. Feb. 8 - Mar. 8 (4 wks.)
Frank Smith, (2004), argues that teachers should model collaboration for their students by participating with them in writing skills for brainstorming, composing, and editing. This allows teachers to work with students to complete new writing skill tasks rather than one they already have agreed
Therefore, the purpose of assessment in support of planned curriculum is to help build on children’s strengths and weaknesses and aid in continued growth and learning. Furthermore, assessments illustrate that children have actually gained knowledge and skill from planned learning experiences. Even more, they exhibit the children’s ideas and attitudes towards their experiences. The teacher sent home picture cards for the children to continue working on rhyming at home and suggested several rhyming read aloud books for parents to read to their child at
First Grade Science 30-40 Minutes Unit/Chapter Objective/generalization/Big idea: * TLW know what colors form after mixing two other colors together * TLW learn new vocabulary words from the book, further developing their literacy skills. * TLW learn cooperation skills when working with their partner or groups Lesson Objective: * Number recognition and sequence * TTW be able to recognize repeated patterns in melody Materials: * Book: Little Blue and Little Yellow by Leo Lionni * Shaving Cream * Finger Paint * Plastic spoons * Paint brushes * White construction paper * Zip lock bags Background and Rationale:
The study had the participants answer research questions to see their reactions to a blended learning atmosphere and what effects the blended learning environment had on their L2 writing skills. The research showed that the students found the model sufficient, valuable, flexible, inspiring, satisfying, pleasing, and useful. It was received in a positive manner. The blended learning model allowed opportunities for more student interaction with their classmates and teacher which helped the participants gain higher test scores throughout the course. The article is an academic journal that is supported by facts and has been peer reviewed.
Visual text is included in the form of editorial cartoons and photos as well. In each case, the intent is to have students explore the deeper meanings of the words or images to form conclusions or connections with course themes, current issues, or other assignments by understanding an author’s purpose, intention, and audience. Students write short responses such as rhetorical précis, have guided classroom discussion, or work in partners or in small groups with guided questions from the teacher to stimulate their interaction.
Lucy Ho Dr. Pearman ENGL 1301- course 039 21 September 2012 Discourse Community- Art Club in High school As part of our homework last week in ENGL 1301, we were told to read in the First Year Writing: Perspectives on Argument book in order to maximize our understanding about the importance of mastering rhetorical skills in our writing at a college level. And by having a clear understanding of the three appeals: Logos, Ethos, and Pathos, as writers or speakers, we can move our audiences in a direction that is suitable for us to accomplish our purposes or to justify our claim on a certain subject that
315 Literacy Lesson Plan Leslie Stillwagon ECE315: Language Development in Young Children Instructor: Mar Navarro March 17, 2014 Literacy Lesson Plan Date: 03/17/2014Focus for lesson: literacyLesson plan No: 4Lesson objectives: * The students should be able to identify parts of the topic discussed, the problems and be able to give solutions * Students should be able to draw or write a response to show that they fully understand what is being taughtStandardsIn alignment with the language and literacy standards; * The students will engage actively in the process of reading and use a variety of strategies of comprehension to get the meaning of what is being discussed (Blackburn, 2008). * The students will play a part in the process of reading so that they can understand, respond as well as appreciate a wide variety of poetic, fiction and non-fiction texts.Lesson procedure Time | Teacher action | Student respond | Introduction of the lesson 15mins | Revise with the students on how to read while analyzing the important parts of the text and show them how to summarize stories while capturing the important parts of the texts. | Students read the content and comprehend | Main part of the lesson 40mins | Hand out the books to the students to read and discuss on how to analyze the content and write the vocabulary.Explain to them how to go about with questions and demonstrate using examples. | Students read, comprehend and make a summary from what is taught | Supervise 10mins | Go round looking at how the students are faring and help those who did not understand well be able to accomplish the task given | | Homework opportunities | Student support: Give support to any student who is less able | Extension activities | Strategies to support learning of a second languageAccelerate the development of English literacy through helping students * Make