Transcript: (2.3) Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems. The student is expected to: The student will be able to: Three Open-Ended Questions Once I have presented the lesson and asked questions. I will have students to work in groups of two and solve 3 additions, 3 subtractions and 3 subtractions to check addition problems. What numbers (place) do we subtract first? What is the “difference”? How frequently can we use addition and subtraction? Materials/Resources Needed I used Subtraction and Addition worksheets from http://www.homeschoolmath.net/ http://www.homeschoolmath.net/worksheets/ for practice and understanding. TEKS Standard Used I will verify understanding by walking around each student to monitor their performance. When students have completed the activity, I will recover the worksheets to check their work and verify the answers with them. Opening Hook Add and subtract tens. Subtract two-digit numbers with regrouping. Add two-digit numbers. Use subtraction to check addition. Explain how and why their methods of addition and subtraction work. Lesson Plan Template (C) Select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary; Grouping Patterns Adding and Subtracting Whole Numbers 2nd Grade Closure/Ending Summary Carla González To capture student’s attention, I will ask “How many students were absent, if only 18 of 22 are present today “ Then I will introduce how math can help to find some answers and play one by one the videos in order to gave them a general idea of the lesson. Mathematics During the Lesson... Students will get in groups of two for the activity assigned in class. The objective will be to have students working together and helping each other. Activities Independent practice/Assessment Objectives The “Adding two digit numbers” video will be used and the “Two digit subtraction with regrouping”. I will begin by playing the videos “Adding two digit numbers” and “Two digit subtraction with regrouping” to introduce the lesson. Then I will review a couple of previous exercises to refresh their skills by asking them to solve one basic addition and one subtraction. For example, 10 + 2 = 12 and 10 – 2 = 8. To continue I will explain the lesson and encourage students to participate in class also using subtraction and addition worksheets exercises to reinforce their understanding. During the Lesson... To summarize the lesson, I will ask the class for volunteers to solve one addition and one subtraction on the white board. I will be checking their methodologies and the level of understanding.
Transcript: scene#5 Independent Practice: Students write character's feelings about each scene, and explain why. Closure: Quick assessment, check for understanding by slap game. Heungbu and Nolbu by Jong scene#1 Objective/Focus: Students will know feeling expression words. Students will know character's feeling and express it. Age/Grade Level: 3th grade Topic: Reading. Intelligences: Verbal-Linguistic & Bodily-Kinesthetic Lesson Plan Template Warm Up with Engagement Strategy: Toss a doll -One student tells a feeling word and tosses a doll to another student in 3 seconds Another student tells another feeling word. Guided Practice: Tableau -Students are divided groups(one group is 4~5 students). And each group chooses one scene and acts a play. At that moment every member must have one character. When teacher say "Tableau", everyone stops a play and "pause" position. and teacher touches a one student, only that student replay performance. Direct Instruction: Read a story book(Heungbu and Nolbu) by realistic voice to fascinate the story. Using a Prezi, show picture to students. scene#2 scene#4 scene#3 Story
Transcript: As everyone is creating their scenes, the teacher will walk around the classroom asking lots of questions related to the vocabulary (What is he wearing? what do you wear in a party?), etc and helping students with any new word. A fashion parade: encourage children to bring clothes from home and dress up and organize a parade in the classroom. while children walk and show their clothes, some others describe what their classmates are wearing. Students will cut different pieces of clothing out of magazines.Then they will draw the outline of a person and label the clothes writing their names. (15 MINUTES) warm-up. Pre-planning. class: young learners. Date: June 24 Lesson objective: to learn new vocabulary related to clothes. Materials: photocopy material, glue, scissors, pencils, etc. catalogues or magazines (with lots of clothes pictures), a computer, a board with chalk / markers, Blue-Tak or something to stick flashcards on the board. Time: 1 hour. Additional activities. When the students finish the activities the teacher will show them a video related to clothes and will encourage them to sing and repeat. ( 10 minutes) Guessing clothes: this game consists on getting to ten points to win. take a piece of paper and draw a person whit a certain outfit then your partner will have to guess the items you drew, each prediction equals a point. To present the vocabulary for the first time, the teacher will stick a picture on the board and teach the different items then he says to the student it´s winter now. It is very cold what should I wear? then ask questions like this: is this t-shirt blue? what is red? etc. (time 10 minutes) Evaluation. Students will work with two photocopy activities in pairs or individually. (time 25 minutes) Practice. Albornoz Mauricio I hope you enjoy it... thank you!!! Lesson plan: clothes Application.
Transcript: Main goal AIM APPROXIMATE TIME: MATERIALS Title of the activity Examples, illustrations, templates... Activity 1 AIM Space APPROXIMATE TIME: Title of the Lesson Plan Why have you chosen X book? Space Space Methodological aspects Authors MATERIALS/RESOURCES Title of the activity MATERIALS AIM Title of the activity Activity 2 Activity 3 APPROXIMATE TIME: Related to ICT! Examples of the words related to pronunciation which are used in the activity. Examples of the words related to pronunciation which are used in the activity.
Transcript: Preschoolers can know animals and what sound they make. Preschoolers will demonstrate learning by pretending an animal. Construction paper,crayons,and markers, and safety scissors Theme:Animals Selena is a 5-year-old who was born in Mexico. Her family just moved here and only speaks Spanish. Selena is learning English as a second language but her vocabulary is very limited. She gets lost and confused in the instructions very easily. Curricular Area Lesson: Be an Animal Chad is a 3-year-old who has just received a diagnosis on Autism Spectrum.his speech regressed at the age of 2, he no longer can look people in the eyes, and becomes overwhelmed in loud settings and with new people. Conclusion -Put the volume at a lower level -Had them choose quiet animals -Had them stand around the tables, instead of sitting. -Played the song while they were making the masks because he is uncomfortable in quiet environments. Modifying the lesson is important because every child needs to feel equal in the learning environment. Teachers do complete this process because they want to make sure all of the children feel equal and like they're learning. Damien is 5 and has ADHD he also has trouble focusing, trouble staying still and is uncomfortable in quiet environments. He becomes agitated when he can’t focus and acts out either aggressively or disruptively Art,Science/Sensory, and Social Studies Physical, Intellectual, and Social We are going to play a song of the animal sounds for both the intro and closure. Preschool Lesson Plan By:Alyssa, Amanda, and Brianna Intro/Closure Developmental Area Learning Target Materials - Played the song in Spanish and English -Translated all of the directions The kids will get an animal to pretend to be and they will have to act it out.
Transcript: Thank you for your attention! Subject 3 What are we going to do today? Every picture tells a story... Drawing in oblique Must Should Could is here Subject 3 And one more thing... Lesson Objectives Lesson Objective 1 Must Should Could Lesson objective 2 Must Should Could
Transcript: 4) After every student has shared, have a small world party. Each student can use the items that they found about their culture to decorate their desks. Students can then walk around the room visiting each person's desk. Afterwards come together as a class and discuss what you saw. Show them that you have a whole world just in you classroom. Students in the third grade history class will work in groups of four, and help each other build on self-esteem and be exposed to different cultures in the classroom. Introduction: 1) During the first days of school, have the teacher introduce her/himself. Include your own cultural background. Bring in items that show your culture: clothes, food, music, pictures, games etc. Then instruct that they will be getting the chance to teach the other children about their own culture. Have the students keep notes on every student in the class. IT'S A SMALL WORLD AFTER ALL VALENTINA LEONARD THIRD GRADE HISTORY SEMPTEMBER 20, 2010 One class, 20 Students 11 female & 9 male Ages: 8-10 Various mix of culture 2) During scheduled share time let the student speak in front of the class about themselves. Be sure as a teacher that the student says positive statements about self. Through modeling demonstrate to students how you think their cultural is interesting and fascinating. Let the children ask questions about that person. Assessment:After every week (on the following Monday), test the students on how well they know their fellow students (the ones that presented the previous week). Give them a list of the names of students that presented the previous week and have them write down what they learned about that student. Have them write between 2-3 things that they learned. Also, on the exam, have the students write down what each culture has contributed to humankind. If the child is uncomfortable speaking about his/her own culture or feels that they have the same background as another student give them the option of studying another culture and letting them present it instead. For students with disabilities let them partner up with another student and have them present together. MATERIALS: books on other cultures Pictures and posters of culutres Personal student items from their culture Cultural music Cultural food 3) During that month, brainstorm with students on how other cultures have contributed to humankind, i.e. the Chinese inventing paper, how did this change our lives. This can link to the next unit which is world history. Be sure that the students document their findings for assessment exam purposes. Diverse Cultures: Egyptian African American Asian India Russian Native American Hispanic Spanish
Transcript: I will begin by first playing the “ABC Rock” song video to capture the student’s attention. Then I will use flash cards to show them the difference between the upper-case letter and the lower-case letter. During the lesson I will ask the fallowing three open-ended questions: What do you notice about the letters? How are they alike, how are they different? Tell me about what you are doing? Once I have done the lesson and asked questions, I will then get them in two groups and make one group practice the upper-case letter A on paper, and the other group practice the lower-case letter a. To reinforce that students learn the lesson, I will pair them up with one of each group and exchange their work and explain how they did their work. To conclude I will play the “ABC Rock” song once more. Materials/Resources Needed: Independent Practice/Assessment: Learning Upper and lower-case letters! TEKS Standards Used: Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: (B) Identify upper- and lower-case letters; A worksheet with the lower-case letter “a” and the upper-case letter “A”, "ABC Rock” Song video Flash cards Colors/markers/pencils Closure/Ending Summary My Lesson Plan Template Ana R.Reyes Kindergarten Language Arts • Student will identify lower-case letters • Student will identify upper-case letters To summarize the lesson, I will ask the students to draw the upper-case letter and the lower-case letter a freehand in separate sheets of paper. As they do this, I will check for their understanding of the difference of the upper-case letter and the lower-case letter and their way of writing the letter. Opening Hook • Student will identify lower-case letters • Student will identify upper-case letters • Student will identify the first letter of their name. To capture the student’s attention, I will ask “How many of you like to dance and sing rock music? Then I will play the “ABC Rock” song video and instruct them to dance and sing the song. Activities: As students are doing their worksheet, I will be walking around the groups to make sure they are doing the assignment correctly. Objectives: Grouping Patterns: The whole class will form a circle in the center of the classroom while singing and dancing the “ABC Rock” song. Students will be divided in two large even groups to practice writing the lower-case and upper-case letter A. Later students will be in groups of two (dyads) to show their partner the way they practice writing the letter a.
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