Lesson Plan Evaluation
The third grade language arts lesson plan uses Shel Silverstein's story The Giving Tree. It is expected that the lesson will be of high interest to the students because they are probably familiar with Silverstein's other works, Where the Sidewalk Ends and Light in the Attic.
The first activity is the pretend field trip. The teacher asks the students to close their eyes and picture a large open field. In order for this opening set to be effective, students should be prepared to be calm and fairly quiet. If possible, the lesson should be taught following a quiet activity such as independent reading or seatwork. The students will have an opportunity to get up and move around within this anticipatory set, but they could be overly active and a little silly if the teacher attempts to do the lesson immediately after a major transition. Additionally, for this activity to be effective, students should be familiar with visualization and the "think-pair-share."
It is a good idea to review story elements with students before reading...
Lesson Plans Introduction Lesson plans ought to be designed as per the level of the targeted learner's skills and capabilities. Also, a lesson plan must seek to achieve the standards and goals set but the school, the state, or federal authorities. For a lesson plan to be not just successful but also effective, it must be designed to suit the resources available. Alternatively, a lesson plan should not be designed to utilize
Classroom Instructor Observation Protocol http://turlockusd-ca.schoolloop.com/siop California's Turlock Unified School District leverages the Sheltered Instruction Observation Protocol (SIOP) as the basis of its observation protocol. Specifically, this school system has different SIOP site plan protocols for its K-6 schools, 7-8 middle schools, and 9-12 high schools. Observation protocols mandate an instructional visitation that is comprised of a pair of classroom observations and a debriefing period from an instruction coach trained in SIOP methods.
Theoretically, CLIL draws on research that situates the integration of language and content as the relationship between form and meaning. An understanding of the theory and practice related to the content-based classroom is essential to the present study. In this section of the chapter, I outline the underlying theory and rationale commonly cited as a basis for CLIL, review empirical research that has evaluated CLIL in the classroom, and
Again, if the students got it wrong, she will switch the pictures and compliment their efforts either way. The teacher will then tell the students that while pizza can be all different types of thicknesses in America, in Italy it is usually very thin, almost like a cracker. She will also tell them that in America, pizza is usually round, but in Italy, it is often rectangular in shape. Once
features of the Saylor, Alexander, and Lewis (1981) model of curriculum evaluation is the model requires curriculum unit to have merit for society as well as for the individual classroom or school. Thus this model of evaluation seems a particularly appropriate schema to evaluate a unit on civil rights The name and subject area of the curriculum unit chosen to evaluate along the lines of this model one designed
Nature of the ProblemPurpose of the ProjectBackground and Significance of the Problem Brain Development Specific Activities to engage students Data-Driven Instruction Community Component of Education Research QuestionsDefinition of TermsMethodology and Procedures Discussion & ImplicationsConclusions & Application ntroduction The goal of present-day educational reformers is to produce students with "higher-order skills" who are able to think independently about the unfamiliar problems they will encounter in the information age, who have become "problem solvers" and have "learned how to learn,
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