zilongwang/ReadingBank huggingface dataset:
Pre-Student Teaching Lesson Observation Form Saint Vincent College Education Department Pre-Student Teacher ____________ _____Date _____ Grade _______ School _________________ Subject Cooperating Teacher _______ ____________________College Supervisor ____ Score Guide (Please indicate below): Below Basic (BB) Student is very limited; does not illustrate a working knowledge of the descriptors Point Value: 5 Basic (B) Student can replicate theory and strategies; able to demonstrate the descriptors as a novice to the field; needs practice to become proficient Point Value: 7 Progressing (P) Student is able to effectively apply and manipulate theory and strategies to deliver messages and assess; has a working knowledge of the descriptors; student is successful and effective; very competent candidate Point Value: 10 1. Planning/Preparation: Written Lesson Plan Student’s plans are: in the Saint Vincent College format. reflect the district curriculum/PA Standards/Common Core. contain clear and relevant behavioral (instructional) objectives. include adaptations/ accommodations for diverse learners and pupils with special needs. contain sufficient detail and organization to be easily followed, evaluated, and taught. Anecdotal Response/Suggestions BB B P 2. Anticipatory Set: Motivation Techniques Student: assesses pupil’s prior learning before proceeding with a new lesson. has a clear connection between appropriate prior and new learning. clearly communicates new learning goals/objectives in observable and measurable terms. Anecdotal Response/Suggestions BB B P 3. Delivery: Strategies and Materials Student displays: ample content knowledge and enthusiasm. interest in the subject matter and a positive attitude towards the class. Student presents Info: matched to the lesson objectives. sequenced so that the class can easily process at the proper level of difficulty. adapted for diverse learners and students with special needs. in a variety of ways using research based pedagogy, appropriate strategies, materials, and/or technology. Anecdotal Response/Suggestions BB B P
Weddell seals are Earth’s southern-most dwelling mammal. Their bodies are adapted for survival in Antarctica’s extreme environment. Blubber insulates them against the cold; webbed flippers make them efficient swimmers; muscles, lungs and blood store oxygen for extended dives. Weddells are social animals. They spend most of the year in the ocean hunting independently for food, then “haul out” onto the ice each summer in groups to rest, mate, tend their pup and molt. Stats: Habitat- Southern Ocean & Antarctica’s Shore-fast Ice Population- About 800,000 individuals Conservation Status- “Of Least Concern”, Weddells and their environment are protected Average Life Span- 22-30 years Diet- Fish, Squid, Krill Size- 8-11.5 feet in length Weight- 880-1360 pounds Group Name- Pod Infant Name- Pup Scientific Classification of the Weddell Seal
to move them to a separate area to explore the object vocabulary items For students with motor issues, have way for them to direct an assistant through completion of the activities For students still utilizing objects more than pictures, have objects from vocabulary board they can sort into 3 piles: saltwater, freshwater, I’m not sure For students that finish early or need a break, have a reading center with various books on saltwater and freshwater habitats for them to explore independently Multiple Means of Expression: How will you provide assessment through multiple means for students to demonstrate they have mastered the objectives of the lesson? Examples: student written product, creation of Power Point book, reading aloud a decodable text to a classmate, identifying words in context or other authentic tasks. Participation in fishing activity Finished sorting activity Level of engagement Level of participation Use of vocabulary boards or objects Use of sharing board Ability to work cooperatively with others (with guidance) IEP goals: Optional. List below the specific IEP goals you will address and maintain data on in the scope of this lesson. Teaching the Lesson Note: Items that are underlined indicate either digital or print resources that are included with the unit plan. Approximate Time Activity Materials Questions to ask 5 min Transition Play : The Water Song Put out AT devices Projection device Song clip Vocabulary board and objects I generally do not ask questions during the transition time to help decrease negative behaviors 10 min Power point: Let’s Go Fishing Go through slides focusing on the guiding questions End with video clips: Life in the Ocean and Projection device Power point Vocabulary board and objects Today you will be learning that different fish live in saltwater than do in saltwater. Can you tell me some different types of fish?
LESSON PLANNER 2014-15 Course/ Awarding Body Lecturer Duration of course Academic Year Unit/Module: Course Leader Days and times of lessons Level Equality and diversity: Explain how you checked to ensure that all resources and materials used are either non-discriminatory or anti-discriminatory: Health and Safety Referencing: Accommodation: Equipment: Task risk assessment: PPE: COSHH: Particular considerations:
Mr. Grays Lesson Plans Semester 2 Week 7 18/19 Subject Astronomy Earth Science School Happenings Monday 3/11 Finish Kepler’s Laws Lab 7.3 Review Tuesday 3/12 Unit 2 Exam Review and Kahoot Unit 7 Exam Review and Kahoot Wednesday 3/13 Unit 2 Exam Unit 3 Vocab Unit 7 Exam Unit 8 Vocab Thursday 3/14 Satellite Video 8.1 Lecture/PPT 4-Square ½ Day Conferences Hours (1-3) Friday 3/15 Unit 3 Student-Led Guided Notes 4-Square CO2 Lab ½ Day PLC Hours 4-6
Strategy Focus Prediction Status Update/Discussion Chapter 21 POV Peter’s reaction when he saw Zach and Catalin, and when he showed up to tell Hector Jones what he knew. POV Peter’s reaction at the end of Chapter 21 after he has told everything he knew. Chapter 22 POV Sam’s reaction to Zach going missing and what he found when he went looking for him. Day 20 Getting our Brain in gear Think about what we know about Sam and what we don’t know about him—what part do you think he plays in the story—hero or villain? Vocab LOW-discuss/Predict Purpose Read Chapter 23 (Friday Oct 13 in the pm) Read pages 185-188 together and TAG Read pages 188-192 indep and predict Strategy Focus Prediction Status Update/Discussion Chapter 23 POV Zach’s reaction to finding out about Sam POV Sam’s response to Zach’s pos Day 21 Getting our Brain in gear Last time we were together, we tried to decide if Sam was the hero or the villain—we have learned a lot more information about him in the last chapter. Have you changed your mind—use evidence from the text to support. Vocab LOW-discuss/Predict Purpose Read Chapter 24 (Friday Oct 13 in the pm) Read pages 194-194 indep—predict— Discuss what Sam asks of Zach Read pages 195-200 TOG and predict Strategy Focus Prediction Status Update/Discussion Chapter 24 POV Catalin’s reaction to the situation POV Benat’s response to her post POV Zach’s reponse to her post.and his own reaction to Sam’s advice pos Day 22 Getting our Brain in gear Let’s take account for where everyone is at right Catalin, Berat, Peter, Sam, Zach, Alonzo, etc Vocab LOW-discuss/Predict Purpose Read Chapter 25 (Friday Oct 13-14 middle of the night) Read pages Chap 25 together -- Discuss pg 207 “you’re getting better at this Commander If said”—what was he referring to and
Subject Math Science Social Studies Technology Handwriting Character Ed Mon. Feb. 20 2.NBT.5 Fluently add and subtract within 100 using different strategies Lesson 9-1 Regrouping 1 ten for 10 ones Rocket math S 2.ES.11 Identify basic components of our solar system, including the sun, planets and Earth’s moon. worksheet Chp 13 worksheet Tues. Feb. 21 (Computer lab- 9 and 2) 2NBT.5. 9-2 Models to subtract two and one digit problems Practice sheet Obj. 2.ES.10 Identify the impact of weather on agriculture, recreation, the economy, and society worksheet Chp. 14 worksheet Technology Connection Moby Max Daily practice Character Ed Wed. Feb. 22 2NBT.5, 9 9-3 subtracting two and one digit numbers Practice sheet Obj. 2.ES.10 Read the lesson and answer questions Chp 15 worksheet Thurs. Feb. 23 2.NBT.5,9 9-4 Models to subtract two digit numbers Practice sheet Chapter2 Water cycle Chp 16 worksheet Moby Max Family Responsibilities for families Fri. Feb.24 (Library\ Music 10:00 Obj. 2NBT. 5,9 9-5 subtracting two digits Practice sheet Lesson 3 What is spring? Chp 17 worksheet Lesson Plans / Wilson 2nd grade Week of February 20-24 , 2017 Lunch 10:50 – 11:15 PE/Planning 11:25-12:00 -*/
Teacher: Abdelghani Berrahou Stream: 3rd year Lit &Philo Source: New Prospects Unit I: Education in the World Input: Listen and Consider Materials needed: Pupil's course book. Time expected: 60mns The general objective: -To introduce the conditional types 1, 2 &3 - To express condition in real and unreal situations. Timing Stage Interaction pattern Procedure Aims 05mns Warming up Discussion Before starting the lesson, the teacher makes a brief revision to remind the students with the conditionals type 1, 2 and 3. To revise the condition 20mns Task one p.20 Presentation T reads the instructions to the students. He explains the task, and helps his students answer the questions. Students consider sentences 1-4 and do tasks A and B that follow. Students’ role: read the sentences and identify their structure Teacher’s role: asks students, explains and interacts. Key: A) The conditional types of the sentences: 1) If he went to an Art School, there’d be no guarantee that he could get a job afterwards. (Type 2) 2) He wouldn’t be a teacher even if it were the last job on earth. (Type 2) 3) I wouldn’t have been a teacher myself if I‘d had my way. (Type 3) 4) If he wants to be an artist, he’ll have to decide what sort of artist he wants to be. (Type 1) Sentence 1 type 2 Sentence 2 type 2 Sentence3 type 3 Sentence4 type 1 B) Explain what each conditional type expresses and draw the rules governing the forms and uses of the various conditional types. 1. Type II IF + PAST SIMPLE / WOULD + STEM Situation 2. Type II IF + PAST SIMPLE / WOULD + STEM Situation 3. Type III IF+PAST PERFECT/WOULD HAVE PP + STEM past 4. Type I IF + PRESENT SIMPLE / WILL + STEM in the future Note: We do not use will in the if-clause, even though it refers to the future. e.g. If I will pass my Brevet, I'll celebrate. e.g. If you go out in the rain, you will get wet. {if} + {present} | {will} + {infinitive} To study sentences so as to elicit rules about conditional type I, II, and III. - To express condition in real and unreal situations. different
Unit The Geography of my stuff. YEAR KS3 9 TIME 14 Lessons Key questions Where does our stuff come from? What is globalization? What is interdependence? UNIT OBJECTIVES (Key questions & attitudes) Processes Activities (Teaching & Learning) Resources Inc differentiation Outcomes Key words Assessment opportunities 1. What are food miles? Starter: What’s in my bag? Students list the place of origin of some of the contents of their bags or pockets - where are they made? Key definitions Main: Explain the term food miles and explain how different items of food have to travel longer distances. Give some students a picture of a piece of food. Students have to move around the class accordingly. Students then map items that come to the UK. Plenary: Can of worms. On their worm students need to answer this question “why might it be difficult to reduce food miles when buying foods such as fruit.” Teacher then picks some to read out PowerPoint Blank map Product sheet Atlas ALL: Students will know what a food mile is. MOST: Students will be able to explain what a food mile is. SOME: Students will understand the impacts of food miles. Food Miles Interdependences Connected 2. The Global pattern of pocket money? Starter: Show clip of Oliver twist. Students need to write down as many differences between Oliver and them. Main: Explain to students that the pattern of pocket money has changed and the price of goods has fallen. Show timeline of falling prices of electronic goods. Explain that this is because we can now make goods cheaper. Using the information students need to write a script to a play called ‘Oliver Rich’ The script needs to explain why the cost of goods have gone down and how teenage life is considerably different and why all this has changed. Plenary: Read scripts. PowerPoint Information sheets ALL: Students will know that teenage life has changed dramatically. MOST: students will understand why teenage life has changed so dramatically. SOME: students will be able to explain why and understand the consequence of teenage life changing. Outsourcing Globalisation dependence
Target Students: Students with Special Needs: Hunter Pinkard, Johnathon Brock Day/Date Big Idea/ Goals Lesson Activities Assessment I can statement & Exit Question Standard Essential Question (State at beginning and exit ticket) Monday No School MLK Day Tuesday TLW explain the impact of the presidency of Andrew Jackson including: “corrupt bargain” Jacksonian Democracy Spoils system His battle with the Bank of U.S. Nullification Crisis Indian Removal Chapter 10 Sec 1 Create flow chart from p 324 8.55 How did the people gain power during the Age of Jackson? I can explain the impact of the presidency of Andrew Jackson. Exit: Summarize the election of 1828. Exit: Explain the spoils system. Exit: What party formed to oppose Andrew Jackson and what did they stand for? Exit: What was the ruling in Worcester vs. Georgia? Wednesday Chapter 10 Sec 2 Draw a diagram depicting the 3 regions that arose out of the expansion of our growing nation. Thursday Chapter 10 Sec 3 Draw T Chart showing the Native American groups that were forced to move and their reactions. BrainPop: Andrew Jackson Friday Video on the Indian Removal Act
Lesson Plans October 27-31, 2014 BTW High school English II MYP 1-7 What motifs and ironies are being developed in Oedipus? Monday: Oedipus Rex: episodes 1-2 – examining irony and paradox. Block day Focus ?: What is stichomythia and what is its purpose in Greek Tragedy. Tuesday/ Wednesday: Vocab 9. Read Oedipus, Episode one, Ode one, Episode Two, Ode two Oedipus Rex activity – stichomythia analysis and recreation 1-7 Focus ?: What irony can be identified in Oedipus? Thursday: Continue with Oedipus – Episode 3 and Ode 3, irony annotations assignment Activity Focus ?: What irony can be identified in Oedipus? Friday: Continue reading Oedipus, Episode 4 and Ode 4. Continuing our focus on irony Oedipus Rex Essential Question: Is it always better to know truth, no matter what the consequences? Objectives: 1. The student will analyze the characteristics of literary genre-classical tragedy. 2.The student will explore the related themes in the play, i.e. fate vs character, blindness vs vision, truth vs illusion , Greek law vs. Roman (English) law ,etc. 3. The student will learn to argue for their point: what determines a person's life, fate or character? 4. The student will analyze and differentiate the types of irony and justify their meaning. Special notes: Weekly PASS Objectives: Standard 1 Vocabulary (2,3,4,5), Standard 2 Comprehension (1,2,3,4). Standard 3 Literature (1,2,3,4), Standard 4 Research and information (1,2), Standard 1 Writing Process (1, 2,3,4,5,6) Standard 2 Modes and Forms of Writing (5,7,8, 9), Standard 3 Grammar/Usage and Mechanics (1,2,3), Standard 1 Listening (1,2,3,4), ) Lesson Plans November 3-7, 2014 BTW High school
DeKalb Middle School Weekly Lesson Plan Teacher: Mr. Young * Teaching Structures: Week of: Sept 24-28 (O) one lead, one support (A) alternative teaching Subject: Science (S) station teaching (T) team teaching Class Hour: (P) parallel teaching Target Students: Students with Special Needs: Day/Date Big Idea/ Goals Lesson Activities Assessment Standard/Modified Essential Question (State at beginning and exit ticket) *Teaching Structure Monday Appropriately define living and non-living things Intro to unit 2 lesson 2 Symbiosis PPT and notes 6.LS2.2 6.LS2.3 Bell Ringer What’s wrong with the catapillar ET;Describe one relationship and label it using the key terms we learned from today Tuesday Consider how Biotic and Abiotic factors interact with one another Unit 2 lesson 2 PPT Food Web and food web worksheet 6.LS2.2 6.LS2.3 Bell Ringer:list your food fro the past two days. which way do the arrows point in a food web? (A) Wednesday Interaction in environments and the flow of energy Unit 2 Lesson 2 Energy Pyramids PPT and worksheet 6.LS2.2 6.LS2.3 BR: Where done all the energy go? ET: what percent of energy is lost at each trophic level? (A) Thursday The types of interactions Unit 2 Lesson 2 Energy Pyramid practice think central module 6.LS2.2 6.LS2.3 ET: what is the difference between a community and a species (A)
Friday Review of lesson 2 Create your own energy pyramid 6.LS.2.3 Quiz / lesson Review (A) DeKalb Middle School Lesson Plan – page 2 Teacher: Mr. Young Week Of: August 6th-10th Subject: Science Class Hour: Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Mutualism Parasitism commensalism Tuesday Producer, Primary Consumer, Secondary Consumer Wednesday Trophic Levels Thursday Friday
Advisory – Mr. and Miss Hornet Nominations Focus Questions: How is “Once Upon a Time” a satire and what is its theme? Read “Once Upon a Time” and answer questions. Discuss tone, irony and satire. Block Back to school night on Tuesday Focus Questions: What is imperialism? What does it mean for you “to shoot the elephant”? Tuesday/ Wednesday: Vocabulary 3: paradox, juxtaposition, oxymoron, connotation, denotation, implicit, explicit, lyric poem, rhythm. (define, draw, example) – due today. Begin “Shooting an Elephant” – close reading, discuss imperialism. – Answer questions. Watch video about imperialism. Advisory (MYP) Focus Questions: What are some figurative devices Yeats uses in his poem? Thursday: Introduction to Things Fall Apart, webquest, Read Yeats “Second Coming” analysis and comparative essay. 1-7 Focus Questions: What is Post Colonial Literature? Friday: Begin Chapters 1-5 of TFA. Discuss Post Colonial Literature. Special notes: Unit--African Literature: The Danger of a Single Story (MYP Global Context: orientation in time and space) Inquiry questions: What is the danger of a single story? What is community? How should communities with different values resolve disagreements and conflicts when they come into contact with one another? Lesson Plans Mrs. Waugh September 15-19, 2014 BTW High school Pre-AP English II MYP
1-7 Focus Questions: What literary elements and stylistic choices does Achebe make and how does it affect the overall work? TFA – read Chapters 6-9 Questions and discussion Block Focus Questions: What is a folktale? What is a proverb? Tuesday/ Wednesday: Vocabulary 4 : alliteration, consonance, assonance, personification, apostrophe, abstract language, caesura, polysyndenton, asyndenton (draw, define, example). TFA – chapter 11-13, discuss folktales in the novel, View Prezi characteristics of a folktale. Proverb activity 1-7 Focus Questions: What qualities does Okonkwo represent? Thursday: TFA- chapters 14-16. Write our own folk tale – MYP assignment. Go over rubric. Rough Draft due 9/26 and Final draft due 9/29 Pep Assembly Focus Questions: What is the difference between public self and private self? What is Bloom’s Taxonomy? Friday: TFA- Chapters 17-22, public vs. private self and Okwonko, review of Bloom’s Special notes: Unit--African Literature: The Danger of a Single Story (MYP Global Context: orientation in time and space) Inquiry questions: What is the danger of a single story? What is community? How should communities with different values resolve disagreements and conflicts when they come into contact with one another? Lesson Plans Mrs. Waugh September 22-26, 2014 BTW High school Pre-AP English II MYP
Teacher: J. Taylor Week of: Sept 5-9 Subject: Math 7 Period: 2,3,4 OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS Labor Day No School Textbook Resources: Online lesson Workbooks Elmo, Smartboard 1-1 Order Of Operation 7.NS.1D, 2C Students will work on Do Now Interactive Notebooks – add notes Students will complete practice problems Textbook Resources: Online lesson Workbooks Elmo, Smartboard Workbook p 4 # 1-15 Homework check 7.NS 1.2.3 7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers . 1-1 Order Of Operation 7.NS.1D, 2C Students will work on Do Now Interactive Notebooks – add notes Students will complete practice problems Textbook Resources: Online lesson Workbooks Elmo, Smartboard Workbook p 4# 16-30 Homework check Order of Operations Quiz 7.NS 1.2.3 7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers . Performance Series Testing Order of Operations worksheet 7.NS 1.2.3 7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers . F R I Performance Series Testing
Teacher: Reed Week of: 04/02 to 04/06 Subject: Math 8 Period: 1st, 2nd, and 3rd OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS In- Service Students will review for the performance series. Warm-up Package Review Computer Elmo Internet none Teacher Observation Oral Observation 8.EE.3 Students will review for the performance series. Warm-up Package Review Computer Elmo Internet none Teacher Observation Oral Observation 8.EE.3 Students will review for the performance series. Warm-up Package Review Computer Elmo Internet none Teacher Observation Oral Observation 8.EE.6 F R I Students will review for the performance series. Warm-up Package Review Computer Elmo Internet none Teacher Observation Oral Observation 8.EE.6
Luther King, and use a Retelling Bookmark to summarize the text. paired heterogeneously so they can help one another with the tier 2/3vocabulary. The Retelling Bookmark has sentence stems which help students retell the story in a logical sequence, as well as give their own opinions. Teams Write Around important facts they learned about Martin Luther King. The team Write Around allows students to discuss the facts and it gives them support in writing their ideas clearly. Homework or extension activities: How do these activities reinforce the comprehension and discourse as well as content or language objectives I have set for my ELLs? Our Martin Luther King unit was completed in about 8, half-hour sessions done a week before and a week after the holiday. What students learned about M.L.K.’s character and perseverance relates directly to our school’s expectations for behavior: P.R.I.D.E. (be Prepared, Respectful, have Integrity, Determination and Excellence.) We will continue to make this connection and model ourselves after Dr. King. The partner talk and partner reading will continue to enhance student learning and accountability. Use of sentence stems will aid ELLs in both speaking and writing. We will continue to enhance our learning with songs and plays because they increase student engagement and let us practice English in a non-threatening way. Lesson Integration Checklist: My Content and Language Objectives support each other. I differentiated my language objectives to accommodate my students’ proficiency levels. I used my students’ proficiency levels when choosing my instructional strategies to support their content and language learning. I chose activities that integrate speaking, writing, reading, and listening to the extent possible. I differentiated my assessment to accommodate my students’ proficiency levels. My assessment reflects the targeted language from my lesson’s mentor text or source.
what could happen if the steps were not taken into consideration or in the wrong order. This sharing will be done in groups as well as with the whole class. Lesson 2- I frontloaded the Tier 1 and 2 vocabulary words to reinforce and remind previously learned terms. I used the 7 Step Process to pre-teach the Tier 3 word : Least common denominator. We used the word wall with brief examples of each term as a reference if needed later. Frontloading 7 Step Process Word Wall Next, we looked at and worked with actual cooking measurement tools such as a cup and teaspoon. We discussed how each tool is used to make exact measurements and how each tool is read. Finally, using the original recipe to draw and illustrated the ingredients. Special attention was given to the order and sequence each item was needed. Draw and illustrate Lesson 3- Several batches of Brownies As a class, we discussed what would be done and needed to make several batches of Brownies. We went over that the original batch made 15 large, 20 medium, or 30 small brownies. Each group of students was assigned a new amount of Brownies that their group needed to make: Think, Write, Pair, Share
Exit Ticket: Attachment # 7 “Suppose the principal now has given you 36 square yards for the Eco Park. How many square yards would the Butterfly Garden Water Ecosystem , and Reflection Bench be?” Activity 3 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components: Principle I: Representation is present in the activity. Prior knowledge of words and multiplication are activated in this lesson. Patterns and visual diagrams are used in this section to help students with multiplication of fractions. Principle II: Expression is present in the activity. As students work in groups, physical interaction with each other and the concept presented are encouraged. Scaffolding enables students to break the objectives of the activity into manageable tasks that build on prior knowledge. Principle III: Engagement is present in the activity. The task allows for collaboration and active participation that permits students to explore, experiment, and act as peer mentors. This activity addresses understanding of multiplying a fraction by a fraction Pose to students the following “The principal decided to give us the original 24 square yards. It is now time to take the next step in our garden planning. What will be in each section? How will each section be divided? We will start by using a grid to divide up each section of the park.” Distribute Attachment #8 (grids with 24 units – feel free to use which grid you wish to use to model with students for this activity.) “Let’s begin by planning the Vegetable Garden so that we can split it up for different vegetables. The Vegetable Garden is Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others. Model with Mathematics Look for and make use of structure.
Attachment #2 Activity 1, C Elementary Recycling Survey Results Wye Oak Elementary Strategy 1 (later label as Addition Equation to show total number of bins filled) Strategy 2 (later label as Multiplication Equation to show total number of bins filled) Oriole Elementary Strategy 1 (later label as Addition Equation to show total number of bins filled) Strategy 2 (later label as Multiplication Equation to show total number of bins filled) Number of Classes Surveyed 8 10 How much of the paper bin is recycled in each class? How much of the plastic recycling bin is filled in each class?
Attachment #7 “Suppose the principal now has given you 36 square yards for the Eco Park. How many square yards would the Butterfly Garden Water Ecosystem , and Reflection Bench be?” Expanded Eco Park Section Planner Eco Park Section Fraction of the Park Total Square Yards of Section Butterfly Garden = Water Ecosystem = Reflection Bench = Total square yards
Provide additional examples as needed. Activity 2 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components: Principle I: Representation is present in the activity. This activity presents students with an explicit opportunity for spaced review and practice with traditional and non-traditional division algorithms. Principle II: Expression is present in the activity. It uses prompts, diagrams, and visual models of the processes involved. Principle III: Engagement is present in the activity. The task requires students to explicitly formulate and restate goals. The following is from “Progressions for the Common Core State Standards in Mathematics. April 7, 2011. Use this as a model for the step BEFORE learning the “standard algorithm.” Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Look for and make use of structure.
Name: Sheila Hudson Date: January 15-17, 21 2014 Grade Level: Special Ed. Grade 3 Teaching Context Curriculum or Content Area: Reading and Writing 7 students in my class, of which 3 are ELLs My ELLs’ linguistic and cultural background(s): (Spanish)- Dominican and Puerto Rican My ELLs’ level(s) of English Proficiency: WIDA ACCESS Spring 2013 See WIDA “Can Do” descriptors to help connect proficiency level with ACCESS scores Student(s): Reading Writing Speaking Listening Literacy [Reading 50%, Writing 50%] Oral Language [Listening 50%, Speaking 50%] Comprehension [Listening30%, Reading 70%] Overall Listening 15%, Speaking 15%, Reading 35%, Writing 35%] Student J 3.9 2.1 3.7 5.0 2.7 4.2 4.2 3.1 Student V 1.9 2.1 2.8 3.3 1.9 3.0 2.3 2.4 Student C 1.9 2.9 2.8 3.9 2.5 3.1 2.7 2.7 Other support services that my ELLs receive: Small group with the ELL teacher (2 students) Lesson Standards and Objectives
TEACHER’S ACTIONS LEARNERS ACTIVITIES RESOURCES ASSESSMENT STRATEGIES TIME INTRODUCTION PHASE Greet the class as they enter the classroom. Let them take their seats. Let class watch a video. Greet the teacher. Watch video on probability. Laptop Data projector and screen Video: Probability 101 Question and answer 10 mins PRESENTATION PHASE Use direct instruction to introduce the class to unit 3 - representations for determining possible outcomes. Show the class the compound events in terms of a tree diagram and a two way table and how they apply to real life situations. Listen attentively to the teacher’s lesson and ask questions as well as making own summary notes. Textbook pg. 258-260 Laptop Data projector and screen Verbal feedback Question and answer 15 mins CLASSWORK PHASE Use direct instruction to explain the content in the PowerPoint as well as the examples in the textbook, by pointing out the important facts in each example about the tree diagram. Work with the teacher to understand the examples provided and ask questions when uncertain on content. Textbook: examples 1-4 pg. 258-260 Laptop Data projector and screen PowerPoint (see annexure A) Class activity Verbal feedback 25 mins CONCLUSION PHASE Assess learners’ knowledge by asking questions, recapping, consolidating and reinforcing the key questions about what was learnt in the lesson today about probability – tree diagram and two way table. Inform the class about the homework in the textbook. Respond to teacher’s key questions verbally and complete homework for the next lesson Laptop Data projector and screen Textbook: Activity 12.3 numbers 3-4 pg. 260-261 Question and answer Verbal feedback 5 mins
inclined toward being selective. We don’t want to go breaking any laws at this stage in the proceedings, do we? What do you think is the definition of this word? (student answers will vary – looking for something like “process”.) What is the actual definition? A course of action, a procedure. Why did the author use this word? To suggest that the Landlady is following a pre-defined set of steps toward a specific outcome. Should make the reader wonder what her end-game is. There is nothing more tantalizing than a thing like this that lingers just outside the borders of one’s memory. What do you think is the definition of this word? (student answers will vary – looking for something like “tempting”.) What is the actual definition? To torment or tease with the sight or promise of something unobtainable Why did the author use this word? To show the reader just how curious Billy is and to suggest that he is just short of figuring it out, but won’t be able to. Closing thought. Something as small as ONE word contributes to the meaning or tone of a work – even the word isn’t emphasized or included in a specific description or dialogue. The combination of all of these choices is the story! Identifying literary technique section answers should include: If you think about the implied meanings of all of these techniques combined, what does is imply about the landlady? (Her actions are pre-meditated, she is faking her sweetness, she is up to no good!) Drawing Conclusions section: This will be treated as more of a discussion. 8. We get to know the landlady through Billy’s eyes in this section. What does he think of her? Kind, gentle, welcoming, nice “She looked exactly like the mother of one’s best school friend welcoming one into the house to stay for Christmas holidays. She is “slightly dotty” “off her rocker” Harmless Kind and generous She is prepared for guests. The bed is turned down, water bottle in between sheets. (Is there anything weird about that??) Do you agree with Billy’ assessment of the landlady? Do you think the reader is supposed to, or does the author want us to think differently? Why do you think so?
C-7 Duty 6TH BIBLE 6B SCIENCE 6A SCIENCE 8TH SCIENCE 08:25 – 08:55 09:00 – 09:50 10:00– 10:50 10:55 – 11:45 MONDAY FEBRUARY 17 NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL TUESDAY FEBRUARY 18 Boys and Girls Bible Study Bible Verses Due: 2/21 Mt. Pinatubo PPP P.E. Mission Meals- Students to bring fruit and veggies tomorrow Rover Driving Test WEDNESDAY FEBRUARY 19 CHAPEL Bible Verses Due: 2/21 Mt. Pinatubo PPP Mt. Pinatubo Analysis & Sphere Tools Review Questions Mt. Pinatubo PPP Mt. Pinatubo Analysis & Sphere Tools Review Questions RETURN TO THE MOON Mission Meals- Students to bring fruit and veggies tomorrow (follow up lesson on Feb 25, 2014 THURSDAY FEBRUARY 20 Bible Verses Due: 2/21 VOLCANOS Monitoring Activity VOLCANOS Monitoring Activity RETURN TO THE MOON Typing Tests
FRIDAY FEBRUARY 21 Bible Verses Due Today VOLCANOS Monitoring Activity P.E. NO SCHOOL C-7 7TH SCIENCE 6TH LITERATURE STUDY HALL/OTHER REMINDERS 12:30 – 01:20 01:25 – 2:15 2:15 – 3:05 MONDAY FEBRUARY 17 NO SCHOOL NO SCHOOL NO SCHOOL TUESDAY FEBRUARY 18 VOYAGE TO MARS Rover Driving Test A/R Reading 25 minutes VOCABULARY Review worksheets Mt. Pinatubo PPP Dress for P.E. ************************ WEDNESDAY FEBRUARY 19 VOYAGE TO MARS Mission Meals- Students to bring fruit and veggies tomorrow (follow up lesson on Feb 25, 2014 A/R Reading 25 minutes Novel Lesson Vocabulary worksheets STUDY HALL
in class with learners). Direct instruction: Define and explain the term tariff. Differentiate between prepaid and contract tariff options with regards to cell phones and electricity. Show learners how to calculate cell phone calls on prepaid and contract tariff options, and explain the graphs related to each. Formative assessment: Brief pop quiz with learners to determine if they paid attention to lesson and what they learnt. Listen and make notes if necessary. In teams, learners will answer questions. Formative assessment in the form of questions and answers. Data projector; Laptop. Pop quiz question and answer sheet (see annexure C); Whiteboard; Whiteboard markers. 25 minutes 10 minutes CLOSURE: Remind learners of: - The important terms they need to know: bill, statement tariff. - The different types of financial documents, how they are interpreted and the importance of knowing how to interpret them. See annexure A. 10 minutes HOMEWORK: Hand out homework worksheet (see annexure D). ASSESSMENT: Pop quiz (informal class assessment – not for marks) Homework worksheet will be taken in for marks.
Goal: Students will order 3 objects. Provide pairs/groups of students with a basket of different objects (e.g. string, glue pencils, ball, dice, etc.). Tell students to select 3 objects to order using any attribute that they decide (length, width, height, etc.) Tell students they will share with the class the attribute they used to order, the order of their objects, and how they determined their order. Have the pairs or groups each have a chance to share. SMP 4: Model with mathematics – Pairs or groups of students compare and order concrete objects by one attribute. SMP 2: Reason abstractly and quantitatively – Students will share the objects they used, the order of the objects, and how they determined the order. Motivation Materials Needed: Set of connecting cubes for each group of three students Goal: Students will order the heights of 3 students Give groups of 3 students a basket of connecting cubes. Each student takes a handful of cubes and puts them together to make a tower. Have them order the cube towers by length from tallest to shortest. Have students share out how they ordered their cube towers. SMP 4: Model with mathematics – Pairs or groups of students compare and order connecting cube towers by height. SMP 2: Reason abstractly and quantitatively – Students will share the towers they made, the order of the towers, and how they determined the order. Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression UDL Components: Representation - Students order concrete objects by size and then record their comparison using pictures, numbers, and/or words Expression – Students share their comparison using both pictures and words. Engagement – Students are engaged through the use of concrete materials, drawing, and working with
following directions so that their assignment will be done correctly. I would improve this by showing the students one part at a time, rather than showing it all at the beginning and letting them do it. I made the mistake of showing all the directions at once, which caused some students to struggle with remembering what to do. The data also told me that some students are still haven’t mastered the letter W, because the pictures they picked out for the letter W were not correct. I would improve this by working with those students and doing extra activities so they can understand what pictures start with the letter w. For the most part however, my students did extremely well with this lesson with a majority of the class exceeding objectives. They did what was asked of them, how it was supposed to be, and they listened and stayed on task the entire time. Whale Book Rubric Teacher Name: Ms. Schouten CATEGORY 4 3 2 1 Required Components Book includes all required components properly labeled and ordered correctly. Book included all required components and most labeled and ordered correctly. Book included all required components but most were labeled but ordered incorrectly. One or more required components was missing from the book and there was no labeling or order. On Task Student works for the entire time allotted. Student works for the majority of the time allotted with only small breaks. Student takes several breaks and works only a small portion of the allotted time. Student is frequently off task. Very little work occurs during allotted time. Uses Strategies to Understand Student uses self-help strategies (looks at pictures to determine the correct word) to understand what is being read. Student seeks occasional teacher assistance to understand what is being read. Student seeks frequent teacher assistance to understand what is being read. Student does not make any attempt to understand what is being read. Followed Directions Student followed each direction given by the teacher. Student followed most directions given by the teacher. Student followed some directions given by the teacher. Student did not follow the directions given by the teacher. Student Name: ________________________________________ Student Work
reading from board. Assessment (How will you evaluate the KNOW, Do, BE? What type of assessment will you use? What constitutes success for the students? Use formative assessment to observe children’s ability to individually contribute to group work. Write down students’ names who are having trouble staying on track during group work. Use informal assessment to see if students can name facts about James Oglethorpe during and after listening to the story. Use formative assessment to check students’ “Character Map” for completion and level of understanding. A quick write will be used for a student self-assessment for their level of understanding of James Oglethorpe. Materials, Additional Resources, and Background Information (Any websites, materials, and background that you will need or use.) Materials: “Today in Georgia History: James Oglethorpe” video SmartBoard Internet Flip Chart Laptop Chart Paper Marker Reading journal Pencils “Collaborative Group Roles” sheet “Roles of Each Class Member” slips Research questions (4 different sheets) Research questions (3 different modified sheets) Book for whole group: “American Heroes: James Oglethorpe” by: Lynne Green (Big book copy) Books for small groups: “Georgia, My State Biographies: James Oglethorpe” by: Amelia J. Pohl, “Our Georgia” by: Louise Maynard & Ruth Wynn Aultman, “Library of the Thirteen Colonies and The Lot Colony: The Colony of Georgia” by: Brooke Coleman, “American Heroes: James Oglethorpe” by: Lynne Green Vocabulary cards of “compassion,” “civility,” and “colonists”
Group 4: Read page 10 of “The Colony of Georgia.” Answer the questions. James Oglethorpe Research Questions: 1. When did Oglethorpe lead the colonists to Georgia? ______________________________________________ ______________________________________________ 2. How many colonists came with him? ___________________________________________ 3. How was Georgia different from the other colonies? ______________________________________________ ______________________________________________ 4. Which river was the new town built high above? ______________________________________________
Primary or Secondary? Guided Practice-Using Primary Sources- T will model looking and analyzing primary source photographs. T will introduce questions to analyze sources through Guided Question PPT (Slides 1-4) Girls Playground Photo: S will answer guided questions to analyze the following photos: Continue Guided Practice with this photo: Name a question you may ask when analyzing a primary source. Day 4-Thursday, September 24 Materials: primary source photos/other, assignment/task cards, Activator (Hook and Link): Teaching Strategies Independent Practice Summarizer: S will decided Primary or Secondary Source? T will introduce primary sources related to history of baseball. T will review from yesterday how to analyze primary sources. Guided Questions PPT (Slides 1-4) Guided Practice: Students will do a carousel walk to view primary and secondary sources. Students will decide whether or not the source is primary or secondary. T will assign a couple of sources to a pair of students/small groups. S will complete activity/activities below. Guided Questions PPT (Slide 6) Writing Activity Choices: -Choose a source and write a caption. -Task Cards -Write 3 questions you would ask the photographer or illustrator of this image if she/he came to your class. -Which source was your favorite and why did you choose it? 3-2-1-Name: 3-primary sources 2-secondary sources 1-question to ask to determine the difference Day 5-Friday, September 25 Materials: blank maps Activator (Hook and Link): Teaching Strategies Independent Practice Summarizer: T will show map of North America from link above and point out countries to students. Students will receive a blank map. Focus on USA, Canada, Mexico, Cuba, & Central America…. S will color and label their blank maps using same colors as map on web link from guided practice. Tech Activity Optional: Name a country in North America. Next week: Science-Solar System
Learning Experience Component Details Which Standards for Mathematical Practice(s) does this address? How is the Practice used to help students develop proficiency? Warm Up Each student should have their own ruler. They will participate in a scavenger hunt of things in the classroom that measure a given length. The teacher should monitor and circulate to ensure students’ understanding of measuring with a ruler. For example, Find something in the classroom that measures 4 inches. Students should explore and measure a variety of objects to create a class list of objects that meet the criteria. As students explore ask, where do you start measuring from? What happens if an object doesn’t measure exactly 4 inches? Informally assess students as they work and provide individual instruction as necessary. SMP 5: Use appropriate tools strategically – Students use ruler to measure objects accurately. SMP 6: Attend to precision – Student accurately measure objects.
SMP 4: Model with mathematics – Students create a model to demonstrate their solution. SMP 6: Attend to precision – Students use correct mathematical vocabulary when sharing their thinking. Supporting Information Interventions/Enrichments Special Education/Struggling Learners ELL Gifted and Talented Students Struggling with Concept: Provide more opportunities for the students to find perimeter using a piece of string and then measuring the length of the string. Use a measuring tape to wrap around the model to find the exact perimeter. Use a pipe-cleaner rather than string because it is more rigid and easier for students to manipulate. Students Excelling with Concept: Have students create composite figures on geoboards, dot paper, and/or graph paper and find the area of these shapes. Provide examples of objects that contain half-units (i.e. length is 8.5” and width is 4.5”) and have students find the perimeter. Materials Models to be measured: Sample models may include: geoboards, index cards, small boxes, geometric wooden blocks, sticky notes, or any other rectangular object. Avoid complex shapes and/or circles as well as objects that do not have whole-number side lengths. String Rulers and Yardsticks Dot paper and graph paper (as needed) Tape measure and pipe-cleaner (as needed)
Use performance assessment to check off each individual’s ability to answer review question about James Oglethorpe during review game. Use informal assessment to see if students can name facts about Mary Musgrove during and after listening to the story. Use formative assessment to check students self –made graphic organizer of Mary Musgrove for completion and level of understanding. Use formative assessment in the form of a check list to check each student’s inclusion of specific points in the letter. Students will choose between baskets labeled “Best Work,” “Okay Work,” and “Need More Time” to put letters in as a form of self-assessment. Materials, Additional Resources, and Background Information (Any websites, materials, and background that you will need or use.) Materials: Beach ball Checklist for Performance Assessment Chart Paper Marker Pencils Picture of Mary Musgrove Tape Book for whole group: “American Heroes: Mary Musgrove” by: Vicky Willows Pocket chart Vocabulary cards of “dependable” & “interpreter” “Leader of the Day: Wall of Fame” poster board Computer paper “Tomochichi” Foldable Four example “Mary Musgrove” letter Modified version of “Mary Musgrove” letter “Tomochichi” letter example SmartBoard Laptop Flip Chart Checklist for “Mary Musgrove” letter 3 baskets